PE 

Ml 



HARVEY'S LANGUAGE 




ELEMENTARY 
LESSONSSIN 
LANGUAGE!^ 
ANDGRAMMAR 




LIBRARY OF CONGRESS. 



Chap.__..r__. Copyright No.____ 
_i_3 



UNITED STATES OF AMERICA. 



HARNEY'S LANGUAGE COURSE 



ELEMENTARY LESSONS 



IN 



LANGUAGE AND GRAMMAR 



BEING A REMODELED AND REVISED EDITION OF AN 
ELEMENTARY GRAMMAR AND COMPOSITION 



BY, 

/ 

THOMAS W. HARVEY, A.M. 

ii 




NEW YORK-:- CINCINNATI •:• CHICAGO 

AMERICAN BOOK COMPANY 

L' 



TWO COPIES HECEIVEO, 

T^^^^V Office of th« 

^\c,^ MAY 12 1900 

Heglstor of Oog}^rlg||fg| 



SECOND COPY, 




MAY 14 1908 1 



.61428 

Copyright, 1900, by 
AMERICAN BOOK COMPANY, 

ELEM. LANG. AND GRAM, 
E-P 1 



PREFACE 

After a test of many years' successful use in schools, 
Harvey's ''Language Course" still holds the place it has 
made for itself in the esteem of teachers who look for solid 
results. 

The fact that pupils studying this course go forth from 
the schools with a firmer grasp of the structure of the 
English language, a surer skill in the expression of their 
own thoughts, and a keener appreciation of expression in 
others, than is evidenced by students of some of the more 
recent books, has induced many progressive teachers to 
cling to Harvey's works in spite of newer methods of 
presentation. 

To satisfy the teachers who, while they faithfully ad- 
here to the excellencies of the Harvey Grammars, yet 
appreciate the attractive features and pedagogical value 
of some more modern text-books on the subject, the pres- 
ent revision has aimed to combine the old with the new, — • 
retaining the solid substance of Harvey's work presented 
in a form more conformable to modern demands. 

The work as remodeled contains, first, a graded series 
of lessons on grammar, designed to give a clear under- 
standing of its fundamental principles ; second, a practical 
application of these principles in language work and 
composition. 

The grammar lessons are developed by the inductive 
method ; analysis precedes the parts of speech ; and the 

3 



4 PREFACE 

essential functions of all the parts of speech are consid- 
ered before the properties of any one are studied. 

Pictures have been used as a basis for imaginative and 
descriptive work, and poems, suggestions for stories, letter- 
writing, topical writing, exercises in punctuation and in 
arranging and combining statements have been added with 
careful consideration of their usefulness as means to the 
supreme end in view, — a ready flow of thought and a 
ready power over words spoken and written. 

This little book, while intended to serve as an introduc- 
tion to Harvey's New English Grammar, will give to the 
pupil who is forced to leave school in the intermediate 
grades not only a habit of correct expression, but a clear 
and complete conception of grammar in its simpler 
aspects. 

Thanks are due to Messrs. Dodd, Mead & Co. for per- 
mission to use the poem ** Winter's Departure," taken 
from Richard Markham's '' Colonial Days " ; to the W. B. 
Conkey Company for the use of " A Little Lass," " A 
Letter to Mother Nature," ''Two Little Boys," and "A 
Very Odd Girl," taken from their juvenile publications; 
and to the Bell Publishing Company for the poem '' Spring 
Has Come." 

LOUISE CONNOLLY. 



CONTENTS 







PAGE 




I. 


Topics and Paragraphs 


7 


XXXII. 


II. 


The Sentence . . . 


9 


XXXIII. 


III. 


Subject, Predicate, and 








Copula 


TO 


XXXIV. 


IV. 


Subject, Predicate, anc 








Copula 


II 


XXXV. 


V. 


Composition .... 


12 


XXXVI. 


VI. 


The Direct Predicate . 


13 




VII. 


Elements 


14 


xxxvri. 


VIII. 


The Proposition — Simple 








Sentences .... 


15 


XXXVIII. 


IX. 


Composition .... 


i6 




X, 


Declarative, Interroga- 
tive, and Imperative 




XXXIX. 




Sentences .... 


17 




XI. 


Exclamatory Sentences — 




XL 




Exclamation Point . 


18 


XLI. 


XII. 


Letter Writing . . . 


20 


XLII. 


XIII. 


Compound Sentences . 


21 




XIV. 


Compound Elements . 


22 




XV. 


Conjunctions .... 


24 


XLIII. 


XVI. 


Comma and Semicolon in 




XLIV. 




a Series 


25 


XLV. 


XVII. 


Comparison .... 


28 


XLVI. 


XVIII. 


The Noun .... 


28 


XLVII. 


XIX. 


Some Uses of Nouns . 


30 


XLVIII 


XX. 


Composition .... 


32 


XLIX. 


XXI. 


Verbs — Uses . . . 


33 




XXII. 


Exercise on Verbs . . 


34 


L. 


XXIII. 


Objective Element . . 


35 


LI. 


XXIV. 


Object Noun and Predi- 




LII 




cate Noun .... 


36 


LIII 


XXV. 


Topics 


37 


LIV. 


XXVI. 


Possessive Forms o 




LV. 




Nouns 


39 


LVI. 


XXVII 


The Pronoun . . . 


40 


LVII. 


XXVIII 


. Appositive Nouns . . 


42 


LVI 1 1 


XXIX 


. Adjectives .... 


43 


LIX 


XXX 


. Adjective Elements . 


44 


LX 


xxxr 


. The Article .... 


48 


LXT 



PAGE 

Letter Writing ... 49 

The Apostrophe and . 

Contractions .... 49 
The Pronoun in Inter- 
rogative Sentences . . 51 
Letter Writing ■ • • S3 
Pronouns as Subjects ani 

Predicates 55 

Pronouns as Objective 

Elements 56 

Pronouns as Adjective 

Elements — Possessives 57 
Pronouns Alike in Nomi- 
native and Objective 

Cases 58 

Topics 59 

Letter Writing ... 60 
Adjective Elements and 
Adjectives modifying 

Pronouns 60 

Review of Pronouns . . 61 

Possessive Pronouns . 62 

Letter Writing ... 63 

Adverbs 64 

Interrogative Adverbs . 65 

Adverbial Elements . . 66 
Adverbs or Adjectives 

after Verbs .... 67 

Composition .... 68 

Review Analysis ... 68 

Adjective Clauses . . 69 

Composition . . . . 71 

Relative Pronouns . . 72 

Adverbial Clauses . . 73 

Abbreviations .... 75 

Complex Sentences . . 77 

Clauses as Objects . . 79 

Composition .... 80 

Quotation Marks ... 81 

Clauses as Subjects . . 82 



6 


CONTENTS 










PAGE 






PAGE 


LXII, 


Composition . . . 


. 83 


en. 


Personal Pronouns . 


. 122 


LXIII. 


Clauses as Predicates 


83 


cin. 


Precedence of Persona 




LXIV. 


Clauses as Appositives 


, 84 




Pronouns .... 


123 


LXV. 


Connectives . 


85 


CIV. 


Possessive Pronouns . 


123 


LXVI. 


Review Analysis 


86 


cv. 


Relative Pronouns . 


124 


Lxvn. 


Review^ of Nouns ano 




CVI. 


Interrogative Pronouns 


125 




Pronouns , . . 


87 


CVII. 


Composition . . . 


125 


LXVIII. 


Review of Verbs, Ad- 




CVI 11. 


Cender in Nouns . . 


126 




verbs, and Adjectives 


87 


CIX. 


Gender in Pronouns . 


128 


LXIX. 


Letter Writing . . 


88 


ex. 


Preference of Masculine 




LXX. 


Prepositions . , . 


88 




Pronoun .... 


129 


LXXI. 


Prepositional Phrase 


90 


CXI, 


Number in Nouns 


129 


LXXII. 


Composition . . , 


91 


CXII. 


Number in Pronouns and 




LXXIII. 


The Participle . . 


91 




Verbs 


131 


LXXIV. 


The Participial Noun 


93 


CXIII. 


Composition 


132 


LXXV. 


The Participial Phrase 


94 


CXIV. 


Number in Adjectives 


133 


LXX VI. 


Phrases .... 


95 


CXV. 


Case in Nouns . . . 


134 


LXXVII. 


Composition . 


96 


CXVI. 


Case in Pronouns . . 


136 


LXXVIII. 


The Infinitive Phrase 


97 


CXVII. 


Exercise on Cases 


137 


LXXIX. 


Subject Phrases . . 


98 


CXVIII. 


Letter Writing . . 


138 


LXXX. 


Predicate Phrases . 


99 


CXIX. 


Parsing Nouns and Pro- 




LXXXI. 


Objective Phrases , 


100 




nouns 


139 


LXXXII. 


Review of Phrases . 


lOI 


CXX. 


Parsing Adjectives an 


i 


LXXXIII. 


The Interjection 


102 




Adverbs .... 


139 


LXXXIV. 


Composition . . . 


104 


CXXI. 


Composition . , . 


141 


LXXXV. 


Condensation and En 




CXXII. 


Verbs — Tense . . 


142 




largement . . . 


105 


CXXIJI. 


Verbs — Person and 




LXXXVI. 


Position of Words, 






Number .... 


143 




Phrases, and Clauses 


107 


CXXIV. 


Composition 


146 


LXXX VI I. 


Parts of Speech . 


108 


cxxv. 


Auxiliary Verbs 


146 


LXXXVIII. 


Composition . 


109 


CXX VI. 


Regular and Irregular 




LXXXIX. 


Analysis Summarized 


III 




Verbs 


148 


XC, 


Elements Summarized 


112 


CXXVII. 


Parsing Verbs . . . 


149 


XCL 


Composition . . . 


113 


CXXVIII. 


Parsing Infinitives and 




XCIL 


Kinds of Phrases . 


114 




Participles . . . 


150 


XCIII. 


Kinds of Clauses 


114 


CXXIX. 


Composition 


151 


XCIV. 


Composition . 


"5 


cxxx. 


Parsing Conjunctions anc 




xcv. 


Independent Elements 


116 




Prepositions . 


152 


XCVL 


Exercise on Independ- 




CXXXI. 


Incorrect Expressions 


154 




ent Elements . . 


117 


CXXXII. 


Analysis and Parsing 


155 


xcvn. 


Composition . . . 


118 


CXXXIII. 


Punctuation . . . 


158 


XCVIII. 


Expletives .... 


118 


CXXXIV. 


Punctuation . . . 


160 


xcix. 


Composition . . . 


119 


CXXXV. 


Punctuation . . . 


161 


c. 


Person 


119 


CXXXVI. 


Punctuation 


161 


CL 


Forms indicatingPersoi 


120 


CXXXVII. 


Capital Letters . . 


162 



ELEMENTARY GRAMMAR 



3>«4C 



LESSON I 

TOPICS AND PARAGRAPHS 

By the Seashore 




1. This little girl seems to be having a fine time digging 
in the sand by the seashore. 

2. Beyond her can be seen the ocean, with several boats 
sailing upon its broad surface. 

7 



8 TOPICS AND PARAGRAPHS 

3. Near her feet the waves are creeping gently down 
the sloping beach. Soon they will return with a quick 
rush of green water and white foam. 

4. The httle maiden wears a broad shade hat tied 
securely under her dimpled chin, so that the breeze may 
not blow it away. Her skirt is turned up above her bare 
legs, so that the sly waves may not wet it, and her sleeves 
are rolled up above her rounded elbows. 

5. In her hand she holds a tiny wooden spade with 
which she has been digging salt water wells, I think, but 
she is not digging wells now, for her face is turned this 
way. 

6. It is a pretty little face, with bright eyes, and a smiling 
mouth. 

7. If they could speak, I think those smiling lips 
would say, *' Don't you wish you could dig in the sand 
with me ? " 

The first paragraph tells what the little girl is doing. Read it. 
The second paragraph describes the scene beyond her. Read it. 
The third paragraph describes the scene near her. Read it. 
The fourth paragraph describes how she is dressed. Read it. 
The fifth paragraph describes her position. Read it. 
The sixth paragraph describes her face. Read it. 
The last paragraph tells how she feels. Read it. 

The topics of these paragraphs can be arranged in an outline, 
thus : ■ — 

1. Her occupation. 4. Her costume. 

2. Scene beyond her. 5. Her position. 

3. Scene near her. 6. Her face. 

7. Her delight. 



THE SENTENCE 9 

Each of these topics is told about in a paragraph which 
commences a Httle to the right of the other Unes. 

Cover the printed paragraphs with paper, but leave the picture and 
the outline visible, and write a description of the little girL 



LESSON II 

THE SENTENCE 

Winter is coming. 
Cold winter. 

The first of these groups of words makes complete sense, 
while the second does not. 

The birds are going. 

Pretty birds. 

They are flying away. 

Flying far. 

The birds. 

We are sorry. 

Tell which of these groups of words make complete sense. 
Such a group of words is called a sentence. 

Select the soitences fro7n the following groups of words : — 

I. I am cold. 2. A cold day. 3. Lemons are sour. 4. Sugar 
is sweet. 5. Sweet and sour. 6. The leaves are falling. 7. Brown 
leaves. 8. They are scattered on the ground. 9. Leaf-covered 
ground. 10. The ground was bare. 



lO SUBJECT, PREDICATE, AND COPULA 

A sentence is a group of words making complete sense. 
A sentence should begin with a capital letter. 

Write five sentences about the picture on page 7, beginning each 
sentence with a capital letter. 



LESSON III 
SUBJECT, PREDICATE, AND COPULA 

Ice is cold. 
In this sentence something is affirmed of ice. 

Winter is coming. 
In this sentence what is affirmed of winter? 

The wind has been blowing to-day. 

About what is something affirmed in this sentence? 

That part of a sentence about which something is 
affirmed is called the subject. 

Select the subjects of the following sentences : — 

I. Air is transparent. 2. Iron is heavy. 3. Nero was cruel. 
4. Jane has been studious. 5. Walter will be tardy. 6. Mary 
should be kind. 7. Ellen is unhappy. 8. Martha was cheer- 
ful. 9. George should have been industrious. 



Ice is cold. 
Co/d is that which is affirmed of the subject ice. 



SUBJECT, PREDICATE, AND COPULA n 

Winter is coming. 

What is it that is affirmed of the subject winter? 

That which is affirmed of the subject is called the 
predicate. 

Select the predicates of the sentences in the exercise on p. lo. 



Ice is cold. 

" Is " is called the copula, for it is used to join the predicate to 
the subject, and the word copula means a link. The copula also 
affirms that the predicate belongs to the subject. It is sometimes 
a group of words, as '' will be," " shall have been," etc. 

Select the copulas of the sentences in the exercise on p. lo. 

The subject of a sentence is that of which something 
is affirmed. 

The predicate of a sentence is that which is affirmed 
of the subject. 

The copula is a word, or a group of words, used to 
join a predicate to a subject, and to make an assertion. 



LESSON IV 

SUBJECT, PREDICATE, AND COPULA 

Select the sjtbject, the predicate, and the copula of each of the follow- 
ing sentences : — 

I. Dewey is a hero. 2. A naval battle was fought. 3. Re- 
enforcements were expected. 4. The struggle was successful. 
5. My old wheel will be sold. 6. The train has been slow. 
7. This word is the subject of the sentence. 



12 COMPOSITION 

Supply copulas and predicates indicating quality for the following 

words used as subjects : — 

Iron Trees Fishes ■ Oranges 

Play Books Apples Marbles 

Lead School Flowers Swimming 



Supply subjects and copulas, using the following words as predi- 
cates : — 

soft hard young opaque 

wise sweet happy mellow 

blue round square transparent 

Supply subjects a7id predicates, rising the following words or groups 
of words as copidas : — 

is were will be 



are am have been 

was shall be has been - 



LESSON V 
COMPOSITION 

Spring has Come 

Spring has come back to us, beautiful spring ! 
Bluebirds and swallows are out on the wing; 
Over the meadows a carpet of green 
Softer and richer than velvet is seen. 

Up come the blossoms so bright and so gay, 
Giving sweet odors to welcome the May ; 
Sunshine and music are flooding the air, 
Beauty and brightness are everywhere. 



THE DIRECT PREDICATE 1 3 

This poem describes the spring. These are the topics it tells 

about : — 

1. Spring's coming. 

2. Birds. 

3. Meadows. 

4. Flowers. 

5. The air. 

6. What spring brings. 

Read each topic, and then read just as innch of the poem as tells 
about the topic. Cover up the poem, and write a description of spring, 
giving a paragraph to each topic. 



LESSON VI 
THE DIRECT PREDICATE 

Fishes swim. 

This is a sentence. Why? "Fishes" is the subject. Why? 
"Swim" is the predicate. Why? There is no copula expressed 
in this sentence ; the predicate is affirmed directly of the subject. 
The one word " swim " expresses both the copula and the predi- 
cate. 

Write sentences, using the following words as direct predicates : — 

sail look loiter whine 

pur hmp listen cackle 

run mow study gobble 

sing howl neigh reform 

play walk stand scream 

reap work recite whistle 



14 ELEMENTS 

Tell in the following sejitences whether the predicate is a direct 
predicate or is composed of copula and predicate : — 

I. The sun shines. 2. The sun is shining. 3. The day is 
warm. 4. Clouds sail overhead. 5. Rain has been falling. 
6. The heavens wept. 7. Plants grow. 8. This plant is growing. 
9. It will be beautiful. 10. It blooms. 

The direct predicate is a predicate affirmed of the subject 
without any expressed copula. 



LESSON VII 

ELEMENTS 

We have seen that a sentence is composed of parts. These 
parts are called elements. 

An element is one of the distinct parts of a sentence. 

The subject and the predicate are called principal ele- 
ments, because no sentence can be formed without them. 
All other distinct parts of a sentence are called subordi- 
nate elements. The copula is not called an element. 

Analysis is the separation of a sentence into its ele- 
ments. Any sentence can be so separated. 

Analyze the following sentences, using this model: — 

Model. — Flowers bloom. 

This is a sentence ; why ? 

" Flowers " is the subject ; why? '' Bloom " is the direct predi- 
cate ; why ? 1,11 

Flowers | bloom. 



THE PROPOSITION — SIMPLE SENTENCES 15 

I. Birds sing. 2. Tiie stream flows. 3. The children played. 
4. My hen clucks. 5. The sun shines. 6. Our dog barks. 
7. The boat rocks. 8. The train stopped. 9. Mary recited. 



LESSON VIII 
THE PROPOSITION — SIMPLE SENTENCES 

The rain falls, and I am sorry. 

"The rain" is a subject. What is its predicate? "I" is a 
subject. What is its predicate? What copula unites "I" and 
" sorry"? 

This entire sentence is made up of two parts, each of which 
consists of a subject and predicate united. 

Such a union of subject and predicate is called a 
proposition. 

Daylight is creeping; 

Flowers are peeping; 
Nothing is sleeping 
But you, little dame. 

There are three propositions in these sentences. Read and 
analyze the first ; the second. Read the third. These proposi- 
tions are separated by semicolons ( ; ) . 

Tell how many propositions each sentefice contains: — 

I. The north wind doth blow, and we shall have snow. 
2. Foxes have holes in the ground, and birds have nests in the 
air. 3. I came, I saw, I conquered. 4. You rock while I rock. 
5. I shot an arrow into the air. 6. It fell to earth — I know not 
where. 



i6 



COMPOSITION 



A proposition is a subject and predicate united. 
A simple sentence consists of a single proposition. 

Find the simple sentences in the exercises on p. 15. 
Why are the other sentences not simple? 



LESSON IX 
COMPOSITION 




An Unexpected Meeting 

Use the followi7ig outline \ 

and write a description of this . 

picture^ giving one paragraph \ 

to each nnmbered topic : — ^ 



Place. 

Background. — a. house. l>. trees. 

Children. — a. appearance. ^. clothing, c, position. 

Squirrel. — a. position, d. tail. c. eyes. 

Kind of children. 



KINDS OF SENTENCES 1 7 

LESSON X 

DECLARATIVE, INTERROGATIVE, AND IMPERATIVE 
SENTENCES 

When I say, "The window is open," I state a fact, using what 
is called a declarative sentence. 

A declarative sentence is a sentence used in stating a fact. 

When I say, " Is the window open?" I ask a question, using an 
interrogative sentence. 

An interrogative sentence is a sentence used in asking a 
question. 

When I say, "Clarence, open the window," I give a com- 
mand ; and when I say, " Do forgive me ! " I express an entreaty. 
In each instance I use an imperative sentence. 

An imperative sentence is a sentence used in expressing 
a command or an entreaty. 

Select the declarative.^ interrogative^ and imperative sentejtces in the 
following list : — 

I. The day is fair. 2. Will there be rain ? 3. Take an umbrella. 
4. I do not need it. 5. Yes, you do. 6. Tell me why. 7. Why 
should I? 8. The sun will spoil your complexion. 9. Do you 
think so? 10. Please lend me your parasol. 

How do all these sentences commence? According to what 
rule? (See page 10.) Make the punctuation mark which is 
placed after each declarative sentence in the paragraph above. 
Make the mark which is placed after each interrogative sentence. 
Make the mark which is placed after each imperative sentence. 
After what kinds of sentences is the period (.) placed? After 
what kind of sentences is the interrogation point (?) placed ? 

HARV. ELEM. GRAM. — 2 



1 8 EXCLAMATORY SENTENCES 

A period is usually placed after a declarative sentence 
and after an imperative sentence. 

An interrogation point is usually placed after an inter- 
rogative sentence. 

Write declarative sentences about the following^ punctuating them 
correctly : — 



boys 


the buttercup 


George Washington 


the cat 


a lion 


the house 


flowers 


strawberries 


the copula 



Write imperative sentences addressed to the following, punctuating 
correctly : — 

your dog the teacher a car conductor 

your mother the janitor a policeman 

a schoolmate your father a servant 

Write interrogative setttences about the following, punctuating cor- 
rectly : — 

Iceland cherries geography 

lemon the lesson ice 

school the predicate the sparrow 



LESSON XI 

EXCLAMATORY SENTENCE AND EXCLAMATION POINT 

When I say, "Oh, that window is open again!" I express 
some feeling or emotion, using an exclamatory sentence. 

An exclamatory sentence is a sentence used in express- 
ing some feeling or emotion. 



EXCLAMATORY SENTENCES i,^ 

Select the exclamatory sentences from the following : — 

I. I am tired. 2. How tired you must be ! 3. Come to me 
when you have finished your examples. 4. What ! Have you 
finished so soon ! 5. Ring out, wild bells ! 6. What progress 
you have made, to be sure ! 7. Hark to the cannons' roar ! 
8. And must he die, that gentle one ! 9. We must all die. 
10. Did you know him? 11. Did I know him! 12. This 
day is dark. 13. How dark it is ! 14. There are no matches. 
15. What shall we do? 

Make the pimctuation mark which is placed at the end of an ex- 
clamatory sentence. 

Write an exclamatory sentence about each of the following, punctu- 
ating correctly : — 



the rain 


the time of day 


the thunder 


a rainbow 


a murder 


a baby 


a fire 


a waterfall 


a geography lesson 



An exclamation point (!) is usually placed after an 
exclamatory sentence. 

Punctuate these sentences^ giving your reasojis for the marks you 
insert : — 

I. The winds bring perfume 2. Where is my new book 
3. Go to the ant, thou sluggard 4. Pshaw, go away. 5. Ne- 
cessity is the mother of invention 6. Does God always work 
in one way 7. Oh, how I trembled with disgust 8. Be not 
forward in the presence of your superiors 9. Lend me your 
wings 10. I mount 11. I fly 12. The train rolls swiftly 
along 13. What speed it makes 14. Do you like to go swiftly 
15 How I do enjoy this 16. Do you. 17. I am so glad 



29' LETTER WRITING 



LESSON XII 

LETTER WRITING 

This is the letter which Frank wrote to his mother when 
he was six years old: — 

Dear Mamma : 

I love you very much. i 

Your loving son, \ 

Frank. 

And this is the answer which he received: — 

Dear Frank : 

I am very glad that you love me. You may be sure that I 
love you just as much as you love me. 

Affectionately yours, 

Mamma. 

When you write a letter, put a colon ( : ) after the name of the 
person to whom you write ; begin the letter like a paragraph ; 
begin the words above your name with a capital letter, and put a 
comma after them ; sign your name at the end. 

Write each day for a week a letter consisting of one short paragraph^ 
and be careful to punctuate it properly. Address your letters : 

1. To your teacher. « 

2. To your neighbor in school. 

3. To your neighbor at home. 

4. To your brother, sister, or cousin. 

5. To your father or mother. 

Take the last letter home, if you wrote it without 



COMPOUND SENTENCES 21 

LESSON XIII 

COMPOUND SENTENCES 

Wheat grows in the field, and men reap it. 

This sentence consists of two propositions, each of which will 
make complete sense when standing alone. It is called a co?n- 
pound sentence. 

A compound sentence consists of two or more connected 
propositions, each of which will make complete sense when 
standing alone. 

The propositions of which a compomid sentence is composed 
are called members. 

Select the members of the following co7npoimd sentences, and analyze 
each member: — 

Model. — The night was cloudy, and no moon shone. 

This is a compound sentence. ''The night was cloudy" is the 
first member; "no moon shone" is the second member; "and" 
connects the two members. 

"The night" is the subject of the first member; "cloudy" is 
the predicate; "was" is the copula. 

"No moon" is the subject of the second member; "shone" 

is the predicate. 

The night | was : cloudy 

' \ " 

and 

No moon | shone. 



I. Talent is something, but tact is everything. 2. Art is long, 
and time is fleeting. 3. The sun shines, the flowers bloom, the 
birds sing, and the children are glad. 4. I am poor, you are rich ; 



22 COMPOUND ELEMENTS 

I am ill, you are well ; yet we are equally happy. 5. The stores 
were closed and the hum of business was hushed. 

Write five compound sentences^ each containing two members. 
Change the following compoimd sentences to sii?ipie ones : — 

Model. — Exercise strengthens the constitution and 
temperance strengthens the constitution. 

This compound sentence contains two members whose predi- 
cates are ahke. It can therefore be changed to a simple sentence 
by uniting the two subjects and using the predicate only once ; 
thus, *' Exercise and temperance strengthen the constitution." 

I. Behold my mother and behold my brethren. 2. I saw a 
man in a boat and I saw a boy in the water. 3. Washington 
was a warrior and Washington was a statesman. 4. The man you 
saw was sick or he was in trouble. 5. The river was swift and 

it was very deep. 

-♦- 

LESSON XIV 

COMPOUND ELEMENTS 

James and Samuel are kind, honest, and faithful. 

In this sentence " James " and " Samuel " are the parts of what 
is called a cojnpound subject ; '' kind," " honest," and " faithful " 
are \\\q parts of a compound pi'edicate. 

Two or more similar connected parts of a proposition form a 

compound element. 

A compound element consists of two or more similar 
and connected parts of the same proposition. 
Write five sente7ices, each containing a compound subject. 

Model. — Ellen and Lucy are my sisters. 



COMPOUND ELEMENTS 23 

Write five sentences^ each containing a compotmd predicate. 

Model. — We run, jump, and talk at recess. 

Analyze the following sentences : — 

Models. — I. William and Henry are coming. 

I are : coming. 
I 

This is a simple sentence. The subject, " William and Henry," 
is compound, consisting of the two similar parts, " William " and 
"Henry," connected by the word "and." The predicate is 
"coming," and the copula is "are." 

2. Mary, Charles, and James are affectionate, but 
lazy. 





This is a simple sentence. The subject is compound, consist- 
ing of the three similar parts, "Mary," "Charles," and "James." 
The second and third parts are connected by "and," but the 
connecting word is omitted between the first and second parts. 
The copula is "are." What is the predicate? 

I. The men and boys are at home. 2. They are eating and 
drinking. 3. We sing and play. 4. We and our parents are 
going. 5. We shall be hungry, but merry. 6. Two and two 
are four. 



24 ' CONJUNCTIONS 

LESSON XV 

CONJUNCTIONS 

Ellen and Mary study botany. 

In this sentence what two words are used as the compound 
subject? What word connects the words " Ellen " and " Mary " ? 

Ellen or Mary studies botany. 

In this sentence what two words are used as the subject? 
What word connects the words "Ellen" and ''Mary"? 

I may go, but I will return. 

In this compound sentence how many propositions are there? 
What word connects these propositions? 

Ellen will study botany if Mary studies algebra. 

In this sentence how many propositions are there? What 
word is used to connect these two propositions ? 

The words "and," "or," "if," and all other words used merely 
to join words, groups of words, or propositions, are called conjunc- 
tions. 

A conjunction is a word used to connect words, groups 
of words, or propositions. 

Point out the conjunctiotis in the following sentences: — 

Model. — Eli and Silas will improve if they study. 

" And " is a conjunction ; it is a word used to connect words : 
it connects "Eli" and "Silas." "If" is 2i conjunction ; it con- 
nects the propositions, " Eli and Silas will improve " and " they 
study." 

I. We moved along silently and cautiously. 2. I consent to 



COMMA AND SEMICOLON IN A SERIES 25 

the constitution, because I expect no better. 3. He heaped up 
great riches, but passed his time miserably. 4. He is both 
learned and wise. 5. I shall not go if it rains. 6. Cold and 
hunger awake not her care. 7. They submit, since they can not 
conquer. 8. He has many faults, still he is very popular. 
9. Emma or Susan will remain at home. 



LESSON XVI 
THE COMMA AND SEMICOLON IN A SERIES 

The boy, his father, and his sister are here. 

How many parts has the compound subject of this sentence? 
These three parts of a compound subject form a series. 

How are the parts of the series separated? Between which 
parts of the series is there a conjunction? 

Pupils should be diligent, quiet, obedient, atten- 
tive, and orderly. 

What series forms a compound element in this sentence? How 
many parts are there in the series? How are they separated? 

I spoke, I called, I cried, I shouted, I shrieked. 

Does this series consist of words or of propositions? How 
many members are there in the compound sentence formed by 
this series? How are the members separated? 

When several words are used in the same way, they are said to 
be of the same kind, or rank, and they form what is called a series. 
When more than two words are thus used to form a series, they 
should be separated by commas. 



26 COMMA AND SEMICOLON IN A SERIES 

Three or more words of the same kind, or rank, used to- 
gether and forming a series, should be separated by commas. 

Fill the blanks in the following exercises : — 

I. I have in my desk. 

2. are wild animals. 

3. A merchant sells 

4. I can buy of a grocer. 

5. Have you seen ? 

6. are cities in Colorado. 

7. I can see from my window. 

8. Violets are spring flowers. 

9. and four and and six equal 



In the sentence, " I saw a httle old man," /itt/e and oM are 
used alike, but they are not separated by commas. The expres- 
sion " old man " is modified by " little " and not the word " man " 
only. These words do not form a series. The way to test a series 
is to insert " and " between the members. " Little <2;^^old man" 
is not what is meant, but ^' old and careworn man " is meant in 
the sentence " I saw an old, careworn, and delicate man. "^ 

Punctuate the following sentences properly : — 

I. The kind old man took the poor child in his arms. 2. Plain 
honest truth wants no artificial covering. 3. Mary is a gentle sen- 
sible and well-behaved girl. 4. The good man was loved esteemed 
and respected. 5. His large old-fashioned spectacles frightened 
the child. 6. That httle mischievous boy is my nephew. 7. There 
lay the dearest httle baby asleep in a big armchair. 

8. Then here's to the oak the brave old oak 
Who stands in his pride alone 
And still flourish he a hale green tree 
When a hundred years are gone 



COMMA AND SEMICOLON IN A SERIES 27 

I have a brother. I have a sister. 
I have a cousin. 

This is a series of sentences so much ahke that they can be 
combined into a simple sentence containing a series of words, 
thus : " I have a brother, a sister, and a cousin." 

Combine the sentences in the following paragraphs into single sen- 
tences : — 

1. I found a book. I found a pencil. I found a slate. I 
found a knife. 

2. I read a story. I read a poem. I read an essay. 

3. John walked to the lake. John walked over the hill. John 
walked through the forest. 

4. The horse was old. The horse was lame. The horse was 
Wind. 

5. The child's gown was thin. The child's gown was old. The 
child's gown was ragged. 

6. WiUiam gave my sister a new book. William gave my 
brother ten marbles. WilHam gave me a sled. 

The members of a compound sentence, when short, 
and connected by conjunctions, should be separated by 
commas. Thus, — 

Mary set the table, Betty made the salad, and I filled the 
glasses. 

Semicolons should separate the members of compound 
sentences, if the connective is omitted, or if their parts are 
separated by commas. Thus, — 

Straws swim upon the surface ; pearls lie at the bottom. 



28 THE NOUN 

LESSON XVII 

COMPARISON 

A Little Lass 

Chasing the butterflies 

Through the long grass, 
Dirty, but happy, 

Gay Httle lass ! 

Dressed up for company, 

Dull hours pass ; 
Clean, and so wretched, 

Poor little lass ! — Kaybee. 

This is a comparison of the same little girl under different cir- 
cumstances. It follows this oudine : — 

I. In the morning. 2. In the evening. 

a. Occupation. a. Occupation. 

b. Appearance. b. Appearance. 

c. Condition. c. Condition. 

Readjust so imtch of the poeui as is covered by each topic. Then cover 
the poe7n and talk about each topic. 



LESSON XVIII 

THE NOUN 

The words boy, girl, city, door, book, desk, are names of objects. 
The words joy, fear, hate, love, sorrow, are names of feelings. 
The words struggle, conversation, deception, are the names of things 
done. The name of anything is called a noitn. 



THE NOUN 29 

A noun is a name ; as, boj', John, railroad. 

What are the words house, farm, garden, dog, horse, blacksmith, 
merchant? Why? 

What are the words Mary, John, Washington, Chicago, Ohio, 
America ? Why ? 

Can the name boy be applied to any boy in the school, or in 
the world ? It is a name, then, which is common to all boys ; that 
is, it can be applied to each of them. So, also, the name girl is 
common to all girls ; the name house, to all houses j the name 
city, to all cities. Objects of the same kind form what is called a 
class. The same name can be applied to each object belonging 
to the same class. The names boy, girl, house, and city are called 
common nouns, because they can be applied to any one of a 
class of objects. 

A common noun is a name which may be applied to 
any one of a class of objects ; as, bird, door, lightning. 

Can the name John be applied to all boys ? Why not ? Boys 
are called by different names in order to distinguish one from 
another, or to distinguish a particular boy from the rest of the 
boys in the world. The names given to particular objects to 
distinguish them from the rest of their class are called proper 
nouns. 

A proper noun is the name of some particular person, 
place, people, or thing ; as, Sttsan, Rome, American, Mars. 

What kind of noun is plow ? Why ? 
What kind of noun is New York ? Why ? 

Proper nouns should commence with capital letters. A 
common noun should commence with a small letter, unless 
it is the first word of a sentence or is a word of special 
importance. 



30 



SOME USES OF NOUNS 



Write the names of five kinds of fruit ; of five kinds of grain; of 
three articles of clothing; of five games ; of five bad habits ; ofsixfarttt- 
ing iniplements ; of four trades; of six townships in your county; of 
six large cities ; of five large rivers ; of five mountains ; of seven of your 
schoolmates. 

What are the words you have written? Why? 

Tell which are coinmon and zvhicJi are proper 7iouns. 
Tell which are common and which are proper nouns in the following 
list : — 



Rain 


Snow 


College 


Augusta 


Palestine 


Barn 


Sarah 


Minute 


Volcano 


Black Sea 


Slate 


Organ 


Steeple 


Railroad 


Lake Erie 


April 


Boston 


Church 


Thunder 


IndianapoHs 


Hour 


Lesson 


Temple 


Vesuvius 


Niagara Falls 



Common nouns, in a hst of words as above, may begin with 
capital letters, as if each began a sentence. 

Poi7it out all the nouns in your reading lesson^ and tell which are 
common and whicJi are proper nouns : — 

Model. — Cicero was an orator. 
" Cicero " is a noun; it is a name : proper ; it is the name of a 
particular person. "Orator" is a nomi (why?): common; it 
may be applied to any one of a class of objects. 



LESSON XIX 
SOME USES OF NOUNS 

Pupils study. 
Pupils is a noun. As what element in the sentence is it used ? 
These diligent pupils study hard. 



SOME USES OF NOUNS 3 1 

What is the chief word in the subject of this sentence? What 
is the word pupils ? 

One way in which a noun may be used is as the subject 
of a proposition. A noun so used is said to be in the 
nominative case. 

Write sentences containing the following nouns used in the nomijiative 
case as subjects : — 

grain teacher rooster 

cattle kitten flag 

stars bicycle concert 



Mary is a pupil. 

As what element in the sentence is the noun /?//// used ? 

Mary is a very diligent student. 

What is the whole predicate in this sentence ? What is the 
chief word in this predicate? What is the word student? 

A second way in which a noun may be used is with the 
copula as the predicate of a proposition. A noun so used 
also is said to be in the nominative case. 

Write sentences contaiiiing the following noiins used as predicates : — 

flower river widow 

stone child preacher 

book prize mountain 

Select the no2ins fro7}i the following sentences and tell how each is 
used : — 

I. My brother is a doctor. 2. Mrs. Flint is our seamstress. 
3. Charles will be a lawyer, a minister, or a physician. 4. These 
children are idlers, but their brother is studious. 5. My sister, 
my cousin, and I are musicians. 



32 



COMPOSITION 




LESSON XX 

COMPOSITION 

Pussy's summer house is 
made of leather, with a 
good thick floor to keep 
the water out. 

It has an opening at the 
top large enough for Pussy's 
head and shoulders. 

Pussy sits upright in her 

summer house, with her 

head well out. Her two 

paws are resting lightly on 

the. flap of the shoe. She 

looks out with a very demure expression, as much as to say, ^' I 

am very grateful for my home. Pray don't disturb me." 

This description followed these topics : — 

1. Material of house. 

2. Opening of house. 

3. Pussy's position. 

4. Pussy's expression. 

J^ead each topic and iJie 
paragraph that tells of it. 

Write a description of 
Pussy's Winter Honse accord- 
ing to the folloiving topics : — 

1. Material of house. 
a. Outside, h. Inside. 

2. Opening* of house. 

3. Pussy's position. 

4. Pussy's expression. 




VERBS ~ USES 33 

LESSON XXI 
VERBS — USES 

Fishes swim. 
In this sentence the noun " fishes " is the subject. The word 
" swim," which is the predicate, expresses an action of the fishes. 

The horse stands. 
What is the predicate of this sentence? "Stands" expresses 
the state of the subject. 

My uncle still lives. 

The chief word of the predicate is " Hves," which expresses 
the existence or being of the subject. 

These three words, expressing, one an action, one a state, and 
one simply being, are all direct predicates. They all affirm. 

I am here. 

The copula " am," which affirms " here " of " I," also expresses 
existence or being. 

These words which can affirm and which express action, being, 
or state, are called verbs. 

A verb is a word which expresses action, being, or 
state ; as, George writes, I am, he dreams. 

Horses trot. Horses stand. 

What is the word " trot " in the first sentence? Why? 
What is the word " stand " in the second sentence ? 

A verb can be used as a direct predicate. 

Write sentences using the following verbs as direct predicates : — 

run thinks sleeps sew smiles 

lie talks sits writes threw 

HARV. ELEM. GRAM. — 3 



34 EXERCISE ON VERBS 

Man is an animal. 

In this sentence what is the word " is " ? 

A verb may be used as a copula. 

Write sentences contaifiing the following verbs used as copulas, the 
predicates being nouns : — 

was seems is shall be might be can be 

The wind is moaning. 
"Is" the copula, and "moaning" the predicate, together 
express action and affirm. 

A verb may be a group of words used to affirm and to express 
action, being, or state. 

Write sentences containing the following groups of words tmited to 
express and to affirm action, being, or state : — 
shall be writing was written will have risen 

will come can write has been running 

may go has run may have been written 

LESSON XXII 

EXERCISE ON VERBS 

Select the verbs in the following sentences and tell whether each is 
used as direct predicate, as copula, or whether the verb consists of a 
group of words affirming and expressing action, being, or state. 

I. We wept. 2. We were weeping. 3. We are students. 
4. The trees are budding, and the birds sing. 5. Birds in their 
litde nests agree. 6. It rains. 7. The trunks will be packed. 
8. I will pack the trunks, 9. Mine has been packed a long 
time. 10. We leave to-night. 11. The carriage will arrive 
early. 12. I will wait. 13. Here it comes. 14. I i^ay be 
escorted home. 15. The proper time has passed. 



I 



OBJECTIVE ELEiMENT 35 

LESSON XXIII 

OBJECTIVE ELEMENT 

Boys study grammar. 

In this sentence the word "grammar" is required to complete 
the meaning of the predicate " study." That which tells what 
the boys study, completes its meaning, and is called an objective 
element, or object. 

An objective element is a word or a group of words 
which completes the meaning of a verb. 

Analyze the following sentences : — 

Model. —Scholars learn lessons. 

Scholars | learn | lessons. 

This is a sentence (why?) : declarative (why?) 
"Scholars" is the subject (why?) : "learn" is the predicate 
(why?). " Learn " is modified by " lessons," an objective elonent. 

I. Dogs hunt rabbits. 2. Jane studies botany. 3. Eli drives 
horses. 4. Horses draw wagons. 5. Men build houses. 
6. Farmers sow grain. 7. Merchants sell goods. 8. Haste 
makes waste. 9. Soldiers fight battles. 10. Cats catch mice. 

The objective elements in these sentences are nouns. 

The third way in which a noun may be used is as an 
objective element. A noun so used is said to be in the 
objective case. 

Write sentences^ nsifzg the following nouns as objective elements: — 

Model.— Fire burns wood. 



36 OBJECT NOUN AND PREDICATE NOUN 

cars grass books churches 

laws wood wheat elephants 

• Hons boats letters geography 

trees debts pictures mountains 



LESSON XXIV 

OBJECT NOUN AND PREDICATE NOUN 

The boy recited his lesson 

The predicate is the verb "recited," which is modified by the 
objective element, " his lesson," in which the chief word is the 
noun "lesson," used as an object. 

The lesson was grammar. 

The verb "was " is used as a copula, and the noun " grammar" 
is the predicate, affirmed of the subject. 

Analyze the following seittences and select the nouns and verbs : — 

Models.— I. John resigned the position. 

John I resigned | the position. 

\ 

This is a simple declarative sentence. Why? "John" is the 
subject. Why? "Resigned" is the predicate modified by the 
objective element, " the position." 

" Resigned " is a verb, used as a direct predicate. " Position " 
is a common noun, used as the chief word of an objective element. 

2. His name is Robert. 

His name | is : Robert. 



TOPICS 37 

This is a simple dedai-ative setitence. " His name " is the sub- 
ject. Why? "Robert" is the predicate. Why? "Is" is the 
copula. Why ? 

" Name " is a common noun, used as chief word in the subject. 
" Robert " is a proper noun, used as a predicate. '' Is " is a verb, 
used as copula. 

3. The girl was winding her watch. 

The girl | was winding | her watch. 

\ 

Kind ot sentence? Why? Subject? Why? "Was winding" 
is the predicate. Why? " Her watch " is an objective element. 
Why? 

"Was winding" is a verb consisting of two words united to 
express action and to affirm. " Watch " is a common noun, used 
as the chief word of an objective element. 

I. Viola blushed. 2. Stephen was a martyr. 3. Boys may 
be messengers. 4. Merchants sell goods. 5. Mechanics build 
houses. 6. Fishes swim. 7. James is a hero. 8. John should 
be a student. 9. Dogs kill sheep. 10. Henry struck William. 



LESSON XXV 
TOPICS 

Two Little Girls 

I know a little girl 

(You? Oh, no!) 
Who, when she's asked to go to bed, 

Does just so : 



38 TOPICS 

She brings a dozen wrinkles out, 
And takes tlie dimples in ; 

She puckers up her pretty hps, 
And then she does begin — 

"Oh, dear me ! I don't see why ! 
All the others sit up late, 

And why can't I?" 

Another little girl I know, 

With curly pate, 
Who says : '' When I'm a grown-up girl, 

I'll sit up late. 
But mother says 'twill make me grow. 

To be an early bird." 
So she and dolly trot away 

Without another word. 
Oh, the sunny smile and the eyes so blue, 

And — well, now that I think of it. 
She looks like yoii ! 

This is a comparison of two little girls. 

The first stanza follows these topics : — 

1. Who the first little girl is. 

2. Her actions at bedtime. 

3. Her remarks. 

Read what covers each of these topics. 
Make topics for the second stanza. 
Read what covers each of your topics. 
Make topics for the folloiving sidyect : 

How I Behave. 

1. In the morning. 

2. At night. 



POSSESSIVE FORMS OF NOUNS 39 

LESSON XXVI 

POSSESSIVE FORMS OF NOUNS 

John's hat is torn. 

In this sentence the noun '' John's " is called a possessive 
because it denotes ownership. A possessive always modifies a 
noun denoting a different object from itself, and sometimes de- 
notes kind or authorship instead of ownership ; as, Lowell's Poems. 

A possessive noun is used to modify a noun different in 
meaning from itself. When a noun is used as a possess- 
ive, it is said to be in the possessive case. 

The apostrophe (') is used to show that a noun is a possessive. 

In writing the possessive case of nouns remember that — 

1. When a noun denotes but one object, the letter s fol- 
lows the apostrophe ; as in John's, Moses's. 

2. When the noun denotes more than one object, and 
ends with s, the apostrophe alone is used, as in ladies'. 

3. When the noun denotes more than one object, and 
does not end with s, the apostrophe is usually followed by 
s, as in mens. 

Write five sentences, iiwdifying tJieir sitbjects by possessive nouns. 
Point out the possessive nouns in the following sentences : — 

I. Your father's brother is my uncle. 2. Mr. Eddy sells chil- 
dren's shoes. 3. Our farm once belonged to your grandfather. 
4. Her doll's dress was soiled. 5. We met on the boys' play- 
ground. 6. Did you ride in the ladies' car? 7. The horse's 
foot is lame. 8. Have you read KipHng's tales? 



40 THE PRONOUN 

The nest of the bird is very small. 

In this sentence what word may be used instead of the group 
" of the bird " ? 

A group of words beginning with " of" may frequently be used 
instead of a possessive noun. 

Siibstittiie groups for the possessive nouns in the following sentejices : — 

I. I grasped the boy's hand. 2. Daniel was in the lion's den. 
3. The vessel's owner was drowned. 4. Have you found the 
fox's den? 5. We were startled by the lightning's flash. 6. Were 
you at home when the barn's roof was blown off ? 7. An owl's 
hoot was heard. 8. The farmer's horse was much admired. 
9. The boy's lesson was soon learned. 

Siibstititte possessive nonns for the groups beginning with '■'■of'''' in the 
following sentences : — 

I. The head of the horse was hurt. 2. We loitered by the 
bank of the river. 3. The house of the squirrel was a hollow 
tree. 4. The hunters came to the den of the tigers. 5. The 
owner of the dogs was much surprised. 6. The boiler of the 
steamer was out of order. 7. The strength of the warrior was 
fast failing. 



LESSON XXVII 
THE PRONOUN 

John put John's hat on John's head. 

Is this a correct sentence? What word is unnecessarily 
repeated ? The sentence should be written, " John put his hat on 



THE PRONOUN 4I 

his head." What word is here used instead of "John's "? This 
word is called a pronoun, which means instead of a noun. 

A pronoun is a word used instead of a noun ; as, he runs, 
she sings, they listen. 

Use each of the following pronouns in a sentence: — 

I my me it we him 

you your she its our thou 

he his her they us thee 

who them whose whom ours their 

Substitute appropriate pronouns for the dashes in the folloiuing sen- 
tences : — 

I. Stephen died a martyr to faith. 2. house to 

was a strange land. 3. said of son, " is 

brother." 4. Let there be no strife betwixt and . 

5. Lend pen till write exercises. 6. How 

much missed brother and sister. 7. say 

are friends. 8. asked to visit . 



9. Would think right for to neglect garden 

10. friends could scarcely believe when told 

had refused. 

Ti. Lives of great men all remind 



can make lives sublime. 



Write five sentences^ using pronouns as subjects. 

Model. — We are scholars. 

Write five sentences, using pronouns as subjects and predicates. 

Model. — // was she. 
Write five sentences, using pronouns as objects. 

Model. — Henry admires them. 



42 APPOSITIVE NOUNS 

Point otU the pronotins in these sentences : — 

I. He is your uncle. 2. His dog worried our cat 3. She 
lost the book which he gave her. 4. Did you tell me who they 
are? 5. It can not find its way out. 6. Were you with them? 

7. Yes ; I was with them, and can tell you who they were. 

8. The boy who died was my cousin. 9. Sarah can not find her 
book. 10. Who will find it for her? 



LESSON XXVIII 
APPOSITIVE NOUNS 

Mr. Jones, the mason, is here. 

In this sentence the noun "mason" means the same person 
as " Mr. Jones " and modifies " Mr. Jones," teUing his business. 

Gray, the famous poet, was present. 

In this sentence " the famous poet " means the same as " G^y " 
and modifies " Gray," telling which man named Gray is meant. 

A noun thus used to denote the same person or thing as the 
noun which it modifies is called an appositive. It is said to be in 
the same case as the noun which it modifies. 

An appositive is a word or group of words used to 
modify a noun or pronoun by denoting the same object. 

An appositive is usually placed after the noun or pronoun with 
which it is in apposition. Thus, in the sentence, "The emperor 
Nero was a cruel tyrant," " Nero " is in apposition with " emperor." 

An appositive is usually set off by a comma. 

Write five sentences^ inodifying their subjects by appositives. 

Model. — Mr. Tod, the mason, died yesterday. 



ADJECTIVES 43 

Poi7it out the apposiiives in the following sentences : — 

I, Mr. Whitcomb, the lawyer, is out of town. 2. Whang, the 
Chinese miller, acted foohshly. 3. Milton, the poet, was blind. 
4. Stephenson, the celebrated engineer, lived in England. 5. Have 
you seen Mr. Hicks, the man who sells strawberries? 6. I am 
reading the speeches of Webster, the statesman. 7. Washington, 
the capital of the United States, is situated on the Potomac. 



LESSON XXIX 

ADJECTIVES 

The boy is good. 

The predicate " good " is affirmed of the noun " boy " ; it ex- 
presses a quaUty of the boy. 

The good boy is ill. 

Here " good " is not affirmed of " boy," but still modifies the 
noun, expressing a quality of " boy." 

In the sentences, '' This book is heavy," " That book is light," 
" Two boys were sick," " Three boys were idle," the words, this, 
that, two, and three, are modifiers of the nouns that follow them ; 
but they do not express any quality. This and that point out the 
nouns to which they belong ; two and three denote number. 

Those words which modify nouns by expressing quality, pointing 
them out, or denoting number, are called adjectives. 

An adjective is a word used to describe or define a noun 
or a pronoun. 



44 ADJECTIVE ELEMENTS 

Sometimes nouns are used to define other nouns, 3.s, John's hat, 
Milton, the poet. Although such words have an adjective force, 
they are not, strictly speaking, adjectives. They are nouns used 
as adjective elements. See Lesson XXX. 

Select the adjectives from the following exercise^ a7id state what 7t02ins 
or pronouns they modify. 

Models.— i. Fearful storms sweep over these islands, 

"Fearful" is an adjective modifying the noun "storms." 
"These" is an adjective modifying the noun "islands." 

2, My poor brother is lame. 

"Poor" is an adjective modifying the noun "brother." 
"Lame " is an adjective used as a predicate and affirmed of the 
noun " brother." 

I. Both horses are lame. 2. Ripe peaches are plentiful. 
3. Large houses are expensive. 4. You may take either road. 
5. That boy has a kind father. 6. Every man carried a square 
box. 7. This lesson is hard. 8. The brave soldier received a 
severe wound. 9. He is good. 10. You are brave. 

Most adjectives derived from proper nouns should com- 
mence v^ith capitals; as, American cotton, French customs. 



LESSON XXX 

ADJECTIVE ELEMENTS 

Small lakes are abundant. 

In this sentence the word " small " modifies " lakes," showing 
what kind of lakes are abundant. 



ADJECTIVE ELEMENTS 45 

John's hat is torn. 

In this sentence the possessive noun "John's " modifies "hat," 
denoting that it is the hat belonging to John that is torn. 

Mr. Jones, the mason, is insane. 

In this sentence the expression "the mason" modifies "Mr. 
Jones," telhng the trade or business of the man who is insane. 

These modifying words are called adjective elements because 
they modify nouns. 

An adjective element is a word or a group of words 
which modifies a noun or a pronoun. 

Ripe peaches are plentiful. 
In this sentence what element is " ripe " ? Why? 

This boy has six peaches. 
In this sentence what elements are "this" and "six"? Why? 
Write five sentences, modifying their subjects by adjective elements. 

Model. — Cold weather is unpleasant. 

Write five sentences, modifying nouns used as predicates by adjective 
elements. 

Models.— I. I am a dilige7^t pupil. 

2. Dewey is a hero of rejiown, 

3. America is a refuge for those who are 

oppressed. 

Write five sentences, modifying nouns tised as objects by adjective 
elements. 

Models.— I. I shot a large bird. 

2. The bird uttered a cry of distress. 



46 ADJECTIVE ELEMENTS 

Write five sentences^ modifying a possessive noun by an adjective 
element. 

Models.— I. (9^^r father's horse is lame. 

2. T\i^ poor dog's leg is broken. 

3. I saw your little sister's doll. 

A possessive noun, since it modifies another noun, is an 
adjective element. 

Write five se7itences, using possessive nouns as adjective elements. 

Model.— The bird's cage is open. 

Analyze the following sentences., selecting the subjects, the predicates, 
and the adjective elements : — 

Models. — i . Frank's father is a merchant. 

father | is : merchant. 
Frank's | I a 

This is a simple declai'-ative sentence. " Father " is the subject ; 
it is a noun, and is modified by the adjective element " Frank's." 
"Is" is the copula. " Merchant " is the predicate ; it is a noun, 
and is modified by the adjective element " a." 

2. My old wheel was stolen. 

wheel I was stolen. 



My I 
old 

This is a simple declarative sentence. " Wheel " is the subject ; 
it is a noun, and is modified by the two adjective elements " My" 
and "old." The predicate consists of a group of words "was 
stolen," which represent the action and affirm it. 



ADJECTIVE ELEMENTS 

3. Milton, the poet, was blind. 

Milton I was : blind. 
Ipoet I 



47 



This is a simple declarative sentence. " Milton " is the subject ; 
"blind" the predicate; "was" is the copula. "Milton" is 
modified by "poet," an adjective element; "poet" by "the," 
an adjective element. 

I. My book is an arithmetic. 2. These two birds have sweet 
voices. 3. Our school is a fine building. 4. The boys' parents 
praised their children. 5. A pretty song was sung. 6. Mary's 
sister is coming. 7. She is a sweet girl. 8. The children are 
her warm admirers. 9. My uncle, the artist, is an invalid. 
10. That gentleman is Mr. Jones, the senator. 

Use each of the following adjectives as an adjective element : — 

Moj)m.s. — Smooth ice. So77te books. 



Smooth- 

That ■ 

Four 

Such 

Sweet 

Black 



Some 

Many 

These 

Blue 

Other 

One 



Latter 

Either 

Certain 

Sour 

Old 

Few 



Use the following adjectives as predicates : 



Dry 

Bad 

Soft 

Good 

Safe 

White 



Dirty 

Light 

Moist 

Warm 

Lost 

Firm 



Rough 

Round 

Square 

Smooth 

High 

Sharp 



Yonder 

Golden 

Another 

Fourfold 

Every 

Silent 



Spanish 

Healthy 

Pleasant 

Australian 

Great 

Cold 



48 



THE ARTICLE 



LESSON XXXI 

THE ARTICLE 

A horse was stolen. 

In this sentence "A" denotes that one horse is meant, but it 
does not point out any particular horse. 

The horse was stolen. 

"The " denotes that a particular horse is meant. 
The words "A" and ''The " in these sentences are adjectives, 
because they modify nouns. They are also called articles. 
A and an are different forms of the same word. 

The is called the definite article, because it points out 
definitely the object which it restricts. 

A or an is called the indefinite article, because it restricts 
in an indefinite or general manner. 



Place " a " or " an " before the following words : — 



egg. 

ode. 

cart. 

goat. 

oven. 



hour. 

eagle. 

stand. 

house. 

honor. 



hearth, 
humor, 
orange, 
turkey, 
vulture. 



memory, 
measure, 
opossum, 
elephant, 
advantage. 



(/se " a " or " an " instead of the dashes in the following sentences : — 

I. Temperance is — virtue. 2. The house stands on — hill. 
3. — loud report was heard. 4. Life is but — vapor. 5. He 
is — honest man. 6. He has — ax to grind. 7. Father has 
bought — horse. 8. My being — child was — plea for my 
admission. 



THE APOSTROPHE 49 

Use the proper articles instead of the dashes in the following sen- 
tences : — 

I. Such — law is — disgrace to any state. 2. Repeat — 
first four lines in concert. 3. Love took up — harp of life, and 
smote on all — chords with might. 4. — fox is cunning. 
5. — days are calm. 6. — wise son maketh — glad father. 

Point out the articles in your reading lesson^ and tell what they 

modify. 

♦ 

LESSON XXXII 

LETTER WRITING 

Devonshire Terrace, London, 
Feb. 27, 1849. 
My dearest Mary : 

I am not engaged on the evening of your birthday ; 
but even if I had an engagement of the most particular kind, I 
should excuse myself from keeping it, so that I might have the 
pleasure of celebrating at home, and among my children, the day 
that gave me such a dear and good daughter as you. 

Ever affectionately yours, 

Charles Dickens. 

Write a letter to a friend^ telling of so?nething interesting that hap- 
pened in school this year. 



LESSON XXXIII 

THE APOSTROPHE AND CONTRACTIONS 

How is the apostrophe used to indicate the possessive case of 
nouns which denote but one object? In what two ways may it 
be used to show the possessive case of nouns denoting more than 
one object? 

HARV. ELEM. GRAM. — 4 



Use the following nouns in the possessive case : - 


- 


boy boys box 


boxes 


girl girls ox 


oxen 


man men friend 


friends 



Don't fail to come. 

In writing or printing dorCt, an apostrophe ( ' ) is used be- 
tween n and /, to show that the letter o is omitted. 

Tell what letters are omitted in the contracted words in these sen- 
tences : — 

I. We're going home. 2. We'll not go with you. 3. I didn't 
know that you told them not to go. 4. I'll help you as soon 
as I've learned my lesson. 5. We came from o'er the sea. 
6. They're both truants. 7. The corporal said, " 'Bout face." 
8. It's a fine day. 9. He's a good man. 10. She's my best 
friend. 11. ''There's many a sHp 'twixt the cup and the lip," 
12. I'm to be queen o' the May, mother. 

13. The play's the thing 

Wherein I'll catch the conscience of the king. 

The apostrophe is used either to show that a noun is 
possessive or to show that letters have been omitted. 

The form isn't is a contraction of is not, as the apostrophe indi- 
cates. The form aift't, sometimes used for a/n not, is not a con- 
traction of those or of any other words, and is not a correct form. 
Still less is hain't admissible. 

Don't is a proper contraction of do not, but not of does not. 
The proper contraction of does not is doesn't. Hence it is correct 
to say, " I don't care," but " He don't care " is incorrect. 



THE PRONOUN IN INTERROGATIVE SENTENCES 51 

Ifs, the proper contraction of // is, must not be confused with 
the possessive pronoun its. The latter has no apostrophe. Thus, 
" It's a pity she could not come." " Its boughs are laden with 
fruit." 



LESSON XXXIV 
THE PRONOUN IN INTERROGATIVE SENTENCES 

Who is coming? John. 

Many interrogative sentences contain pronouns which help to 

ask the questions, and which stand for nouns found in the answers 

to the questions. 

Who I is coming? 

\ 

In this sentence, " Who " is a pronoun used as the subject ; " is 
coming " is a verb formed of two words, used as the predicate. 

Who was the captain } 

The order of the words in this sentence must be changed before 
the sentence can be analyzed. 

captain | was : Who 

th^n 



" Captain " is a noun used as the subject, modified by the 
adjective "the," used as an adjective element; "was" is a verb 
used as the copula ; " who " is a pronoun used as the predicate. 

Whom did you see.f* 
The order of the words in this sentence must be changed. 

you I did see | Whom 



52 THE PRONOUN IN INTERROGATIVE SENTENCES 

" You " is a pronoun used as the subject ; " did see " is a verb 
formed of two words, used as the predicate ; " whom " is a pro- 
noun used as an objective element. 

Whose hat have you ? 

you I have j hat 

PWhose 



" You " is a pronoun, used as subject ; " have " is a verb, used 
as direct predicate ; " hat " is a noun, used as objective element ; 
"whose" is a pronoun, used as adjective element to modify the 
noun " hat." 

What did you say.^ 

you I did say | What 
Analyze this sentence. 

W^hich will you have ? 

you I will have | Which 

\ ■ 

Analyze this sentence. 

Which hat is becoming .^^ 

hat I is : becoming? 

|Which I 

Analyze this sejttence. 

When " which " is used with a noun, it is called an adjective ; 
when it is used instead of 2i noun, it is called a pronoun. 

Which and what, not used as modifiers, together with who, 
whose, and whom, when used in asking questions, are called 
interrogative pronouns. 

The interrogative pronouns are wko, whose, whom^ whichy 
and whaty when used in asking questions. 



LETTER WRITING 53 

The words which and what are sometimes placed before nouns 
in interrogative propositions. They are then called interrogative 
adjectives. 

Analyze the following sentences : — 

I. What did he say? 2. Who wrote that letter? 3. Which 
trots the fastest? 4. Whom did you call? 5. Whose house was 
burned? 6. What can he mean? 7. Who has learned this 
lesson? 8. Who discovered America? 9. Who borrowed John's 
slate? 10. Whose book is this ? 



LESSON XXXV 

LETTER WRITING 

A Letter to Mother Nature 

You dear old Mother Nature, I am writing you a letter, 
To let you know you ought to fix up things a little better. 
The best of us will make mistakes — I thought perhaps if I 
Should tell you how you might improve, you would be glad to try. 

I think you have forgotten, ma'am, that little girls and boys 
Are fond of dolls, and tops, and sleds, and balls, and other toys ; 
Why didn't you — I wonder, now ! — just take it in your head 
To have such things all growing in a lovely garden bed ? 

I'd like to have the coasting and the skating in July, 

When old Jack Frost would never get a single chance to try 

To nip our cheeks and noses ; and the Christmas trees should 

stand 
By dozens, loaded ! — in the woods ! — now, wouldn't that be 

grand ? 



54 



LETTER WRITING 



Ah ! what a world it would have been ! How could you, madam, 

make 
Such lots of bread and butter to so very httle cake ? 
I'd have it just the other way, and every one would see 
How very, very, very, very nice my way would be. 

But, as I cannot do it, will you think of what I say ? 
And please, ma'am, do begin and alter things this very day. 
And one thing more — on Saturdays don't send us any rain. 
Good-by. If I should think of something else, I'll write again. 

— Sydney Dayre. 

Write a letter to your sister, tellijig her what you should do if you 
could act just as you pleased and have whatever you wanted for a whole 
day. 

This is the way to address the envelope : — 



JWAhh IWxmj^ Uaj^. 



Copy this address. Then draw an eiivehpe in the sa?ne way, and 
address it to your sister or to some girl friejid. 



PRONOUNS AS SUBJECTS AND PREDICATES 55 

LESSON XXXVI 
PRONOUNS USED AS SUBJECTS AND PREDICATES 

He comes, / go. 
She speaks. 
Thou art here. 
We know the lesson. 
They heard the speech. 
Who comes } 
How are all these pronouns used? 

It is he. 
It was /. 
No, it was she. 
Is it thou ? 
It may have been we. 
No, it was they. 
How are all these pronouns used? 

Make a Hst of those pronoun forms which are used as subjects 
and of those pronoun forms used as predicates. What do you 
notice about these Hsts? 

The form of a pronoun used as a subject is called the nomina- 
tive case of the pronoun. 

The nominative case of the pronoun is employed also when 
the pronoun is used as predicate. 

Fill each blank i7i the following exercise with the nominative form of 
a pronoun : — 

I. ■ was . 2. drew the picture. 3. The 

offender was . 4. is . 5. were there. 



56 PRONOUNS AS OBJECTIVE ELEMENTS 

LESSON XXXVII 

PRONOUNS USED AS OBJECTIVE ELEMENTS 

The teacher scolded me. 

She will scold us. 

The Lord preserve thee. 

We admire him. 

We distrust her. 

Let us call them. 

Whom do you fear? 

How are these pronouns used? 

The form of a pronoun used as an objective element is called 
the objective case of the pronoun. 

Fill in each of the following blanks with the objective case of a pro- 
noun : — 

I. I love . 2. The birds please . 3. I read ■ . 

4. will you see? 5. The pupils like . 6. These 

children need . 7. Our father will reward . 8, Heaven 

will bless . 9. The book dehghted . 10.— — should 

we love? 

Tell what case of the pronoun should be used to fill each of the follow- 
ing blanks, and supply the pronoun : — 

I. love . 2. pleasest . 3. ^ — are 

pleased. 4. is . 5. are . 6. Beheve 

. 7. am annoyed. 8. Can be ? 9. 

can enjoy . 10. was . 

Analyze the seiitences in the paragraph above. 



PRONOUNS AS ADJECTIVE ELEMENTS 57 

LESSON XXXVIII 

PRONOUNS USED AS ADJECTIVE ELEMENTS — POSSESSIVES 

My pen is broken. 
Thy promise is sure. 
His task is ended. 
Her dress is beautiful. 
Its eyes are blue. 
Our class is large. 
Your mother is kind. 
Their purpose is good. 
Whose card is that ? 

How are these pronouns used? 

That form of a pronoun used as an adjective element to modify 
a noun (by indicating possession), is called the possessive case 
of the pronoun. 

Fill in each blank in the following sentences with the possessive case 
of some pronoun : — 

I. purse is light. 2. I lost purse. 3. father's 

name is John. 4. It was brother. 5. purse is this? 

6. horse is lame. 7. Charles is name. 8. We saw 

fall. 9. escape was wonderful. 10. fault is it? 

II. It is not fault. 12. Do best. 13. best is 

not very good. 14. I will appreciate effort. 15. 

voice is that ? 16. It is mother's voice. 17. voice 

is sweet. 

Analyze the precedi7ig sentences. 



58 NOMINATIVE AND OBJECTIVE CASES 

LESSON XXXIX 
PRONOUNS ALIKE IN NOMINATIVE AND OBJECTIVE CASES 

It is here. 
This is it. 
I want it. 

How is each of these pronouns used? 

Which is coming? 
Which will you have? 
Which is it? 
How is each of these pronouns used? 

What is coming? 

What is it? 

What will you have? 

How is each of these pronouns used ? 

Mention three pronouns^ each of whose nojninative and objective cases 
are alike. 

Fill in the blanks in the following sente?ices ; analyze the sentences, 
and tell why each form is used. 

I. is ? 2. is ? 3. can I do? 

4. do you want? 5. is happening? 6. will 

do. 7. will do? 8. I know . 9. is true. 

10. is true? 11. is that? 12. is a bell. 13. I 

hear . 14. do you hear? 15. I do not hear '. 

16. of you is correct? 17. I know . 



TOPICS 



59 



LESSON XL 

TOPICS 

A Remedy that Failed 




" I don't see why Charlie cries so much," said Mamma. " I 
do," said Uncle Ned ; " it's because of his curls. He looks so 
much like a girl that he thinks he must act like a girl." And 
Charlie listened ! 

Soon you might have heard patter, patter, as a little boy mounted 
the stairs one step at a time, and two feet on each step. 

Then you might have heard a scrape, scrape, as somebody felt 
through Mamma's big workbasket. 

Then a big chair was pulled up before the mirror, and some- 
body with short legs puffed and blew and struggled to mount it. 

Then click, click, snip, snap went the shears, and the light curls 
dropped one by one to the floor, leaving the funniest little cropped 
head you ever saw. 



6o ADJECTIVE ELEMENTS 

''Now," said Charlie, in a satisfied tone, "this little boy will 
never cry again." 

But he did ! Can you tell why? 

Make an outline for this story ^ and read the story to see what topic 
each paragraph tells about. 



LESSON XLI 

LETTER WRITING 

This is the advice a mother gave to her little girl who wanted 
to write a letter to her sister : — 

" I will give you a rule," said her mother ; " my dear. 
Just think for a moment your sister is here, — 
And what would you tell her? Consider, and then. 
Though silent your tongue, you can speak with your pen." 

Follow this mother''s advice, and write a letter to an absent friend. 

This letter ought to be good enough to send without correction. 

Write the address for the envelope on paper and then copy it on aii 
envelope, punctuating car ef idly. 



LESSON XLII 

ADJECTIVE ELEMENTS AND ADJECTIVES MODIFYING 
PRONOUNS 

I, thy mother, ask it. 

I I ask I it. 

[mother | 

I thy 

This is a simple declarative sentence. "I" is a pronoun, nom- 



REVIEW OF PRONOUNS 6l 

illative case because used as the subject. It is modified by the 
adjective element, " mother," which is a noun used as an apposi- 
tive. "Mother" is modified by the pronoun "thy," which is the 
possessive case, used as an adjective element. 

The modifier of a pronoun is an adjective element. 

A pronoun in the possessive case is an adjective element. 



I am weary. 

I I am : weary. 

■ I 
" I " is the subject ; it is a pronoun in the nominative case. 
"Am " is a verb used as a copula. "Weary" is an adjective used 
as a predicate, and affirmed of the pronoun "I." 

An adjective in the predicate may modify a noun or a pronoun. 

Analyze the following sentences : — 

I. I was hungry. 2. My journey was long. 3. It fatigued 
me. 4. He, our good pastor, forgave us. 5. He forgave our 
folly. 6. We, poor and ill, suffered. 7. Your prayer is heard. 
8. It was my voice. 9. Whose turn was it? 10. What can 
he do? 



LESSON XLIII 

REVIEW OF PRONOUNS 

Analyze these sentences, and explain the nse of the case of the nonns 
atid pronoims and the uses of the apostrophe : — 

I. Thou callest. 2. I come. 3. She studies. 4. I Hke 
her. 5. They are honest. 6. Her lesson was learned. 7. I 
borrowed his books. 8. They have sold their farms. 9. You 
should study your lesson. 10. Ye are the people. 11. It can 



62 POSSESSIVE PRONOUNS 

find its master. 12. Thy fame hath preceded thee. 13. The 
child loves its nurse. 14. The nurse's love is great. 15. The 
nurses' rooms are ready. 16. It's a dark day. 17. These chil- 
dren have lost their way. 18. Mr. Rich's dog injured its collar. 
19. Whose picture is it? 20. It's my picture. 21. That's 
Jennie's picture. 22. They've stolen Jack, Mr. Ross's dog. 
23. What is its color? 24. It's a big, black, collie dog. 
25. Thou art the man. 



LESSON XLIV 
POSSESSIVE PRONOUNS 

My hat is white. Mine is black. 
Whose hat is that } It is mine. 
Bring my hat. Bring mine. 

Tell how the pronoun " mine " is used in each of these sentences. 

Write sentences using the pronoun ''thine" in three ways. 

Write sentences using the pronouns "his," ''hers," "theirs," 
"ours," "yours," each as subject; as object; as predicate. 

These are called possessive pronouns. They do not change in 
form to indicate the nominative and objective cases, and they 
have no possessive cases. 

Analyze the following sentences : — 

I. Whose lesson was perfect? 2. Mine was good. 3. His 
was better. 4. We forgot ours. 5. Whose book is it? 6. It 
is yours. 7. Mine is torn. 8. I tore mine. 9. Theirs was 
forgotten. 10. Thine be the glory. 11. This book is hers. 
12. Those apples are his. 13. Yours is a hard lesson. 

14. Those marbles are mine. 15. This book is thine. 
16, The victory is ours. 



[address.] 



LETTER WRITING 63 

LESSON XLV 
LETTER WRITING 

[date.] 

VfloAj \, iqoo. 

TY\a. Q^a/yyu/> Q^cfimAorv, 

TTiaxiUumj, Oy 

JO^XIA/ i^l/b : f^°'°'' ""^ LETTER.] 

\L i/) Toru/ \/YiXjuriLi(yY\y t<y InMAnX poX "rrvx^ 
■\AxbXjJ\fr\j hjynuj. 

(J/OIAA/) XhjuJjU^, [signature ] 



Write a letter to a distant friend or relative^ telling him yon )nean to 
visit him during your coming vacation. 

Address an envelope to accompany this letter. 

Write a letter to yourself from your friend or relative, saying that he 
will be glad to receive you. 

Address an envelope ; fold the letter, and place it in the addressed 
envelope. 

Write a letter to your friend telling hiin just when to expect you. 



64 ADVERBS 

LESSON XLVI 

ADVERBS 

Birds sing sweetly. 

In this sentence the word "sweetly" modifies the verb "sing," 
telling how the birds sing. ''Sweetly" does not complete the 
meaning of the verb Hke an objective element. 

Very large vessels were seen. 

In this sentence what is modified by "very"? What is 
" large " ? 

He rode too fast. 

In this sentence what word tells how he rode? What word 
tells how fast he rode ? 

Words like " sweetly " and "very " used to modify verbs or ad- 
jectives are called adverbs. Words like " too " which modify 
adverbs are also called adverbs. 

An adverb is a word used to modify a verb, an ad- 
jective, or another adverb. 

Point out the adverbs in the following sentences : — 

Model. — The wind blew furiously. 

" Furiously " is an advei^h ; it is used to modify a verb. 

I. That vessel sails slowly. 2. He built a house there. 
3. Emma is quite late. 4. Those mountains are so very 

high. 5. We were agreeably surprised. 6. I will shortly 
return. 7. You will never see him again. 8. I would 
gladly pardon you. 9. So thought Palmyra. 10. He after- 
ward escaped. 

Point out the 7touns, verbs, pronouns, and adjectives in these sen- 
tences. 



INTERROGATIVE ADVERBS 65 

Point cmt the adverbs in your reading lesson. 

Write seven sentences^ modifying their predicates by adverbs. 

Model. — We should walk qttietly. 

Write seven sentences, modifying their subjects by adjectives., and these 
adjectives by adverbs. 

Model. — Very loud reports were heard. 

Write seven sentences., modifying their predicates by adverbs., and 
those adverbs by other adverbs. 

Model. — He walks quite slowly. 



LESSON XLVII 
INTERROGATIVE ADVERBS 

When will you come ? 

you I will come 

\ pWhen 

An adverb is often used to introduce an interrogative sentence. 
Such an adverb is called 2.n interrogative adverb. 

Analyze the following sentences : — 

I. Where will you go? 2. When did they come? 3. How 
soon will the war be over? 4. Why are you angry? 5. How 
does your garden grow? 6. Wherefore should we be sad? 
7. Where did your brother the physician get his medical educa- 
tion? 8. Whence come those rude sounds? 9. Where does 
the violet grow? 10. When does our long vacation begin? 
II. Why are you laughing so heartily? 12. Whither is that bird 
flying? 13. Whence comes the snow? 

HARV. ELEM. (JRAM. — 5 



66 ADVERBIAL ELEMENTS 

LESSON XLVIII 

ADVERBIAL ELEMENTS 

The storm raged fiercely. 

storm I raged 

I The I I fiercely. 

"Raged," a verb used as predicate, is modified by the adverb 
"fiercely," which tells kow the storm raged. 

The storm raged wz^A violence. 
How does the group of words, " with violence," modify the 
verb " raged " ? 

I am very happy, 

I I am : happy. 
\ I very 

How does the word "very " modify the adjective "happy"? 
She was too easily persuaded. 

She I was persuaded. 



How does the word " easily " modify the verb " was persuaded " ? 
How does " too " modify " easily " ? 

A word or a group of words used to modify a verb, an adjec- 
tive, or an adverb is called an adverbial element. 

An adverbial element is a v^ord or a group of words used 
to modify a verb, an adjective, or an adverb. 

Analyze the following sentences : — 

Model. — We should study our lessons carefully. 

We I should study j lessons 
I I carefully | | our 



ADVERBS OR ADJECTIVES AFTER VERBS 6/ 

This is a declarative sentence. 

"We" is the subject; "should study" the predicate. ^'Should 
study" is modified by "lessons," an objective element, and by 
"carefully," an adverbial element. "Lessons" is modified by 
"our," an adjective element. 

I. The ship sails fast. 2. Richard, the wagoner, drives reck- 
lessly. ^3. I will see you to-morrow. 4. He rides too rapidly. 
5. I was coming yesterday. 6. I read a book now and then. 
7. My brother's horse trots well. 8. We could have sung better. 
9. To-night I will go home. 

A noun or a pronoun used as an adverbial element is in 
the objective case. 



LESSON XLIX 
ADVERBS OR ADJECTIVES AFTER VERBS 

She is dressed {neat, or 7ieatly?) 

She holds her pencil {careless, or carelessly ? ) 

I felt {sick, or sickly ? ) 

The flower smells {szueet, or sweetly?) 

The country looks {beautiful, or beautifully?) 

A verb which is a direct predicate should be modified by an 
adverb generally telling how the action of the subject is done. 
The first sentence is meant to state how she is dressed, hence the 
verb "dressed" is to be modified and the adverb " neatly " is 
used. In the second sentence the verb " holds " is to be modi- 
fied ; therefore the adverb " carelessly " is used. 

A verb which is really a copula asserting a condition of the sub- 
ject should be followed by an adjective describing the subject. In 



REVIEW ANALYSIS 



the third sentence it is not my feeling that is sick, but "/" am sick. 
In the fourth sentence, it is the ^^ flower,'' not what // does, that is 
sweet. In the fifth sentence what is beautiful ? 
Read all these se7ite7ices correctly. 



LESSON L 
COMPOSITION 

The Captor Caught 
Write a story according to the following topics : — 

I. The kitten. 






a. Appearance. 




^. Habits. 




e. Home. 


2. 


The trap. 




a. Purpose. 




^. Arrangement. 


3- 


The kitten's mistake. 


4- 


The mice's triumph. 


5- 


The rescue'. 


6. 


The kitten's resolution. 



LESSON LI 

REVIEW ANALYSIS 

What are the principal elements in a sentence? (page 14) 
What is an adjective element? (page 45) 
What is an adverbial element? (page 66) 
What is a compound element? (page 22) 



ADJECTIVE CLAUSES ^ 69 

Analyze the following sentences : — 

Models. — I. Mary and I are tired and hungry. 



^^'y \ I are : /'''^ 
ana y- (^ and 

I '/ ' \ hungry. 

2, I had a dog and two cats. 

I I had I dog and cats. 
I I a^ I two 

3. The good and pretty girl knitted busily and 
rapidly. 

girl I knitted 

I The good and pretty | | busily and rapidly. 

I. Where do you live? 2. My dear mother and I live to- 
gether. 3. My house is here. 4. Here we go to and fro. 
5. Which is your room? 6. This is mine. 7. A sweet and 
solemn hush pervaded the quiet forest and the shady lane. 
8. What is this loud and turbulent noise? 9. We, your affec- 
tionate pupils, give our very humble and most hearty thanks. 

-♦ 



LESSON LII 
ADJECTIVE CLAUSES 

A rich man owns that house. 
What element is the word ''rich"? Why? 

A man who is rich owns that house. 

In this sentence instead of " rich " we use the words " who is 
rich " to modify " man." These words form an adjective element. 
Why? 



yo ADJECTIVE CLAUSES 

The expression "who is rich" is a proposition. Why? What 
is the subject? Why? What is the predicate? Why? What is 
the copula? 

This sentence, then, contains two propositions : " A man owns 
that house," and "who is rich." The second proposition is an 
adjective element modifying the subject of the first. These propo- 
sitions are called clauses. 

Analyze the following sentences : — 

Models. — I. The fish which you caught is a trout. 

fish I is trout. 



The I [a^ 

which you caught 



This is a declarative sentence. 

"Fish" is the subject; "trout," the predicate ; "is," the 
copula. " Fish " is modified by " the " and by the clause " which 
you caught," both adjective elements. 

2. I Hke a horse that is gentle. 



I I like I horse 



a 

that is gentle. 



This is a declarative sentence. 

" I " is the subject ; " like," the predicate ; " like " is modified 
by "horse," an objective element, which is modified by "a" and 
by the clause " that is gentle," both adjective elements. 

I. A very old man who is wealthy lives there. 2. I have a 
knife that has a white handle. 3. He who studies will learn. 
4. You have many blessings which I cannot share. 5. Solomon, 
who was the son of David, built the temple. 6. He is a man that 
deserves respect. 7. The Lord chastens him whom he loves. 
8. They that forsake the law praise the wicked. 



COMPOSITION 71 

Use adjectives instead of adjective claiises in the following sentences : — 

I. I have an apple that is rotten. 2. A little boy who is lame 

came to our house yesterday. 3. How far do you go with the 

rivers that flow? 4. I like people that are honest. 5. Will you 

buy me a knife that has four blades? 

Use adjective clauses instead of adjectives in the following sentences : — 
I. I have an aged parent. 2. A talented pupil learns easily. 
3. A lame horse is useless. 4. That is the kind teacher. 5. The 
disorderly pupils caused the trouble. 6. The broken bicycle is 
mine. 7. An angry man should govern himself carefully. 8. A 
vain woman is never beautiful. 9. Ripe fruit injures no one. 

Write five sentences^ modifying their subjects by adjective clauses. 

Model. — The boy that studies will learn. 

Write five sentences^ modifying their objects by adjective clauses. 

Model.— I have lost the knife which you gave me. 



LESSON LIII 
COMPOSITION 

The Little Dreamer 

A little boy was dreaming 

Upon his nurse's lap, 
That the pins fell out of all the stars 

And the stars fell into his cap. 

So when his dream was over 
What should that Httle boy do ? 

Why, he went and looked inside his cap, 
And found it wasn't true. 
Write a short account of some dream that you- remember. 



72 RELATIVE PRONOUNS 

LESSON LIV 

RELATIVE PRONOUNS 

A man who is rich owns that house. 

What is the subject of the clause " who is rich " ? 

" Who " is a pronoun standing for the noun '' man," and used as 
the subject of the adjective clause. It joins the adjective clause 
*' who is rich " to the noun ^^ man," which the clause modifies. 

Those pronouns that represent preceding w^ords or expressions, 
to which they join modifying clauses, are called relative pronoims. 

A relative pronoun is a word used to represent a pre- 
ceding word or expression, to which it joins a modifying 
clause. The relative pronouns are who, wJiich, what, and 
that. As is also a relative after such, many, sa^ne, and 
some other words. 

The suffixes evei', so, and soeve?- are sometimes added to these 
pronouns ; as, whoever, whoso, whosoever. _ 

A relative clause is a clause introduced by a relative 
pronoun. 

Substitute relative pronouns for the dashes in the following sen- 
tences : — 

I. Death lifts the veil hides a brighter sphere. 2. Blest 

are the feasts simple plenty crowns. 3. Our God, in 

we trust. 4. The man paid him the money was the 

cashier. 5. The message you sent was received. 6. No 

one can tell others may do. 7. He will do is proper. 

Point out the relative pronouns in the following sentences : — 

Model. — A man who is industrious will prosper. 



ADVERBIAL CLAUSES 73 

"Who " is 2^ pi'onoun ; relative ; it represents a preceding word, 
to which it joins a modifying clause. The word it represents is 
"man." The clause is, "who is industrious." 

I. Tell me whom you saw. 2. Those who sow will reap. 
3. He that hateth dissembleth with his lips. 4. This is the 
house which my father bought. 5. I gave him all that I had. 
6. Judge ye what I say. 7. He will do what is right. 8. A 
kind boy avoids doing whatever injures others. 9. Whoever 
studies will learn. 10. Whatever ye shall ask in my name, that 
will I do. 

Analyze the sentences given above : — 

Model. — A man who is industrious will prosper. 

man | will prosper. 



A| _ _ 

who is industrious 



This is a dee/arative sentence; "Man" is the subject; "will 
prosper " is the predicate. " Man " is modified by the adjective 
element " a " and by the adjective clause " who is industrious," 
which is a relative clause, introduced by the relative pronoun 
" who." 



LESSON LV 
ADVERBIAL CLAUSES 

Flowers bloom when spring comes. 

In this sentence what group of words tells when flowers bloom? 
What element is this group? 

Is this group a proposition? Why? What is the subject? 
Why ? What is the predicate ? Why ? The group is called an 



74 ADVERBIAL CLAUSES 

adverbial clause, because it contains a subject and a predicate, 
and is used as an adverbial element. 

An adverbial clause is a clause used as an adverbial 
element. 

. Adverbial clauses begin with when, where, while, because, if, 
or other words similarly used. 

These words, when they are adverbs modifying the 
verbs in the adverbial clauses, are called conjunctive 
adverbs. 

Point out the adverbial clauses in the following sentejices : — 

I. I left the spade where I found it. 2. John was whispering 
while you were talking. 3. The bear growled when he saw the 
hunter. 4. I cannot go before my father returns. 5. Henry 
will play with you, if you desire it. 6. We traveled slowly, 
because we wished to see the country. 7. I can go now, for my 
task is finished. 

A^ialyze the above sentences, rising the following model: — 

Model.— He trembles v^hen it thunders. 

He I trembles 

I I when it thunders. 

This is a declarative sentence. 

" He " is the subject ; " trembles," the predicate. " Trembles " 
is modified by the clause " when it thunders," an adverbial ele- 
ment. " When " is a conjunctive adverb; it joins the adverbial 
clause " when it thunders " to the verb " trembles," and it is used 
as an adverb in the clause "when it thunders," modifying the 
verb " thunders," 



ABBREVIATIONS 75 

LESSON LVI 
ABBREVIATIONS 

Dr. Vinton is a brother of Gen. Vinton, and the 
father of Mrs. Noble. 

In this sentence, the first word is "doctor" ; but in writing it 
the first and last letters only have been used. This is a short 
way of writing a word, and is called an abbreviation. 

The word "general" is also abbreviated, the first three letters 
only being used. In abbreviating the word " mistress," all the 
letters are omitted except the first, the fifth, and the last. 

A period should be placed after an abbreviation. 

Abbreviations generally begin with capital letters. 

Write the following abbreviations and their equivalents : — 



Dr. 


Doctor. 


Esq. Esquire. 


Mr. 


Mister. 


Gov. Governor. 


Cr. 


Credit. 


Rev. Reverend. 


St. 


Saint, or Street. 


Hon. Honorable. 


Mt. 


Mount. ^ 


Prof. Professor. 


Col. 


Colonel. 


Pres. President. 


Gen. 


General. 


Mrs. Mistress. 


Maj. 


Major. 


Atty. Attorney. 


Lieut. 


Lieutenant. 


Capt. Captain. 


Co. 


Company. 


Supt. Superintendent 



Make the proper abbreviations in the following sentences : — 
I. Major Whipple lives in Saint Louis. 2. Moses Johnson, 
Esquire, is an uncle of Professor Collins. 3. Lieutenant Wilson 
is a guest of Superintendent Furness. 4. Doctor Metz lives on 
Wood Street, next door to Colonel Clark. 5. Were Mister Jones 
and President Tappan in the city to-day ? 



j6 



ABBREVIATIONS 



N.B. — Wm. Smith, Esq, lives in Utica, N. Y. 

In this sentence the first two letters, "■ N.B," are the initials, 
or first letters, of the Latin words Nota bene, and are equivalent 
to take notice. " N. Y." is the abbreviation for New York, the 
first letters of each word being used. 

Write the following abbreviations and their equivaletits : — 



A.M. Forenoon. 

B.C. Before Christ. 

C/. S. United States. 

M. C. Member of Congress. 

M.I?. Doctor of Medicine. 

F.O. Post Office. 

P.S. Postscript. 

/^.J^. Railroad. 

M. Noon. 



P.M. Afternoon. 

A.D. In the year of our Lord. 

C.O.B. Collect on Delivery. 



Bbt. 


Barrel. 


Lb. 


Pound. 


No. 


Number. 


Ult 


The last month. 


Prox. 


The next month. 


Adnir. 


Administrator. 



Write the abbreviations for the days of the week. 
Write the abbreviations for the months of the year . 
Write the abbreviations for the states of the Union. 

"A.M.," when placed after the name of a person, is equivalent 
to Master of Arts. " P.M.," when written or printed in a similar 
manner, is equivalent to Postmaster. 

The abbreviations for weights and measures, as well as ult. and 
prox., should begin with small letters, unless they stand alone, or 
at the beginning of sentences. In some cases, small letters may 
be used as the abbreviations fox fo7'enoon and afternoon. 

Make the proper abbreviations in the following sentences : — 

I. Take notice. — The train will leave at 3 o'clock in the 
afternoon. 2. Samuel Fish, Member of Congress, has removed 



COMPLEX SENTENCES 'jy 

to Buffalo, New York. 3. Send the books to Joel Elkins, Mas- 
ter of Arts, and collect on delivery. 4. My father left for Europe 
on the seventh day of the last month. 5. Send me four barrels 
of flour this forenoon. 6. I will pay you on the sixth day of the 
next month. 



LESSON LVII 

COMPLEX SENTENCES 

A sentence, any element of which is a clause, is a complex 
sentence. A clause must contain a subject and a predicate. 

A complex sentence is one some element of which con- 
tains a subject and a predicate. 

In the complex sentence, " I know where gold is found," the 
first clause, " I know," makes complete sense when standing alone. 
It is therefore called \kit principal clause. 

A principal clause is one which makes complete sense 
when separated from the rest of the sentence. 

The second clause, "where gold is found," does not make 
complete sense when standing alone, and is therefore called a 
subordi7iate clause. 

A subordinate clause is one which does not make com- 
plete sense when separated from the rest of the sentence. 

Write five sentences ivith subordinate clauses used as adjectives^ and 
tell what the principal clause of each is. 

Model. — The book which I have is an arithmetic. 
The principal clause is, " The book is an arithmetic." 



yS COMPLEX SENTENCES 

Write five sentences with subordinate clauses used as adverbs^ and 
tell what the principal clause of each is. 

Model. — I listen when you speak. 

The principal clause is, "I listen." 
Analyze the following sentences : — 

Model. — He that hateth dissembleth. 

He 1 dissembleth. 

I that I hateth [ 
I 
This is a complex declarative sentence ; it is composed of a 
principal clause and a subordinate clause. ''He dissembleth" is 
the principal clause ; " that hateth " is the subordinate clause. 

" He " is the subject of the principal clause ; " dissembleth," 
the predicate. " He " is modified by the clause " that hateth," 
an adjective element, of which " that " is the subject, and "hateth," 
the predicate. 

He builds a palace of ice where the torrents fall. 

He I builds | palace — 



[^ I of ice 
torrents | fall. 



I the I where 

This is a complex declarative sentence. " He builds a palace 
of ice " is the principal clause ; " where the torrents fall," the 
subordinate clause. 

'' He " is the subject of the principal clause ; " builds," the 
predicate, which is modified by "palace," an objective element, 
and by the clause "where the torrents fall," an adverbial element. 
"Palace" is modified by "a" and "of ice," adjective elements; 
"torrents," by "the," an adjective element; "fall," by "where," 
an adverbial element. 



CLAUSES AS OBJECTS ^9 

I. He that flattereth deceiveth his neighbor. 2. The boy that 
you saw is my younger brother. 3. He was frightened when he 
first saw a Hon. 4. I can not study where pupils make so much 
noise. 5. I would pay you if I had the money. 6. I can find 
no fault when you do so well. 7. I know the boy that did this. 



LESSON LVIII 
CLAUSES AS OBJECTS 

I know that the lesson is hard. 

What is the subject of this sentence? What is the predicate? 
The proposition " that the lesson is hard " is the objective element ; 
hence the sentence is complex. What is the principal clause? 
What word in this complex sentence forms no part of either 
clause? "That " is employed as a connective to join the clauses. 
What is such a word called ? 

He never denied that the letter was lost. 

(that) letter | was lost. 



He I denied 



the I 



This is a coinplex declarative sentence, " He never denied " 
is the principal clause ; " the letter was lost," the subordinate 
clause. "That" is the connective. 

" He " is the subject of the principal clause ; " denied," the predi- 
cate, which is modified by "never," an adverbial element, and by 
the clause " that the letter was lost," an objective element. " Let- 
ter " is the subject of the subordinate clause ; " was lost," the predi- 
cate. "Letter" is modified by "the," an adjective element. "That" 
is a connective joining the clause " the letter was lost " to " denied." 



8o COMPOSITION 

Write five sentences, using clauses as objects. 

Model. — I believe that the earth is round. 

Analyze the following sentences : — 

I. The messenger reported that the brave general was dead. 
2. The crowd believed that the poor prisoner had escaped. 3. A 
voice that cheered us cried that the flag was still up. 4. We 
know that you are waiting. 5. We know you want it. 6. I could 
tell that he was tired. 7. He said he would come. 8. I feared 
that you would not know me. 9. I never doubted that the right 
cause would prevail. 10. Those who know say the result is certain. 



LESSON LIX 
COMPOSITION 

Curiosity Satisfied 




Make an outline for a story about these pictures, afid write the story. 



QUOTATION MARKS 8 1 

LESSON LX 

QUOTATION MARKS 

I said, " Who are you ? " 
" Who are you ? " said I. 

Quotation marks should be used in writing, when we 
quote the exact language of a speaker or a writer. 

Such a quotation should begin with a capital letter. 

I asked the man who he was. 

When we state what some one says, without using his exact 
language, the quotation marks should not be used. 

Quotations are often used as objective elements in sentences. 



Lsaid, " Who are you } " 

I I said 



you I are : who 

i 



I 

A quotation is generally separated from the rest of the sentence 
by commas. 

Analyze the following sentences : — . 

I. "We must take the current," says Shakespeare, "when it 
serves." 2. "They laugh that win," says Shakespeare. 3. Milton 
wrote, " Evil news rides fast." 4. " Silence gives consent," wrote 
Goldsmith. 5. When Byron would praise a character, he wrote, 
"He had kept the whiteness of his soul." 6. We know that the 
Bible forbids steahng. 7. Webster thought that good Christians 
made good citizens. 8. We are told that God's service is perfect 
freedom. 

HARV. ELEM. GRAM. — 6 



CLAUSES AS SUBJECTS 

LESSON LXI 
CLAUSES AS SUBJECTS 

That he is very sick is evident. 

(That) he I is : sick 

"^^^y is : evident. 



This is a complex declarative sentence ; its subject is a clause. 
''That he is very sick" is the subject; "evident," the predicate; 
"is," the copula. "He" is the subject of the subject clause; 
"sick," the predicate; "is," the copula. "Sick" is modified by 
"very," an adverbial element. "That" is a conjunction used to 
introduce the subject clause. 

A complex sentence whose subject only is a clause, need not 
be separated into principal and subordinate clauses in analysis. 

Analyze the following sentences : — 

I. That the rain will fall is probable. 2. That he is a villain 
is my opinion. 3. "A rolling stone gathers no moss" is an old 
maxim. 4. That you are my favorite is evident. 5. That adver- 
sity is a hard school is admitted. 6. Whatever is, is right. 
7. That the play should succeed would not surprise me. 8. That 
the day is cold is unfortunate. 9. That money is scarce is true. 
10. That you will succeed is my hope. 11. "Might makes 
right" is not true. 12. "Virtue is its own reward" is an old 
saying. 13. That the earth is round is easily proved. 14. Who- 
ever comes must be welcomed. 

Write five sentences^ rising clauses as subjects. 

Model. — " Haste makes waste" is a true saying. 



CLAUSES AS PREDICATES 83 

LESSON LXII 

COMPOSITION 

Winter's Departure 

The wild March wmds have mustered ; 

Their stormy bugles blow ; 
Aroused from sleep, in squadrons deep 

They rush upon the foe. 
The piled-up snows of winter 

Cower, and melt, and flee ; 
In sheltered nooks the little brooks 

Once more splash merrily. 

In all the sunny valleys 

Is heard a stirring sound ; 
Little green heads from wintry beds 

Come peeping through the ground. 
The pale windflower is swaying 

Upon its slender stalk; 
And violets blue, a merry crew, 

Ripple and laugh and talk. 

Make an outline of this description . 

Outline a description of the season of the year which you like best, and 

write from your outline. 

♦ 

LESSON LXIII 
CLAUSES AS PREDICATES 

My hope was that you would forget it. 

(that) you | would forget | it. 
hope I was : | 

1^] 



84 CLAUSES AS APPOSITIVES 

This is a complex declarative sentence. The subject is "hope," 
modified by the adjective element "my." The copula is "was." 
The predicate is the subordinate clause, " that you would forget 
it," introduced by the conjunction "that." The subject of the 
subordinate clause is "you"; the predicate is "would forget," 
modified by the objective element "it." 

A complex sentence whose predicate only is a clause, need not 
be separated into principal and subordinate clauses in analysis. 

Analyze the followi7tg sentences : — 

I. The question is, what do you want ? 2. The truth is. I 
want much. 3. The saying is, " Haste makes waste." 4. My 
fear was that you would be late. 5. The supposition will be that 
the train left too late. 6. Our hopes are that the prisoner is in- 
nocent and worthy. 7. The fact is I am ignorant. 8. The 
matter is you don't know how this machine works. 

Write five sentences with subordinate claiises tised as predicates. 

Model.— The saying is, "Haste makes waste." 



LESSON LXIV 

CLAUSES AS APPOSITIVES 

The fact that I was sleepy was evident. 

This is a complex declarative sentence ; the principal clause is, 
" The fact was evident " ; the subordinate clause is, " that I was 
sleepy." 

The subordinate clause, " that I was sleepy," is an adjective 
element modifying the noun "fact" ; it means the same thing as 
the noun, and so is used just like an appositive noun. Hence, 
such an adjective clause is called an appositive clause. 



CONNECTIVES 85 

Analyze the fol lowing sentences, telling which clauses used as adjective 
eleniejits are appositive clauses : — 

I. The question, '' Why should the spirit of mortal iTe proud ?" 
has never been answered. 2. The truth, that honesty is the best 
policy, is daily proven anew. 3. The saying, " Seeing is believ- 
ing," occurred to me. 4. I repeated the saying, "What a strange 
thing is man !" 5. The proverb, "All's well that ends well," is 
very old. 6. The fact that the world turns around was once 
unknown. 7. I knew the principle that water seeks its level. 
8. The man that spoke those words is now dead. 9. The belief 
that God loves us is accepted. 10. The God that loves us is no 

respecter of persons. 

♦ 

LESSON LXV 

CONNECTIVES 

What is a conjunction ? 
Give an exa7nple. 

What is a relative pronoun ? 
Give an example. 

What is a conjunctive adverb? 
Give an example. 

A word which is used to join the two members of a 
compound sentence, or the two parts of a compound ele- 
ment is a conjunction. 

A word which joins a relative clause to the principal 
clause is a relative pronoun. 

A word which joins an adverbial clause to the principal 
clause is a conjunctive adverb. All other subordinate 
clauses are joined to the principal clauses by subordinate 
conjunctions. 



g6 REVIEW ANALYSIS 

Analyze the following sentences^ and tell what the connectives are : — 

I. This jDOok and that stand are mine. 2. You or I must have 
said it. 3. The sky is dark, but no rain falls. 4. The clouds 
which have gathered look threatening. 5. I will come when you 
call me. 6. I know that you will enjoy the entertainment. 
7. When he is coming is what I ask. 8. The spot where Wolfe 
fell is still shown. 9. That the hero fell is known, but where he 
fell I cannot tell. 10. The story that you tell surprises m.e. 



LESSON LXVI 
REVIEW ANALYSIS 

Analyze the following sentences : — 

I. The mouse that hath but one hole is quickly taken. 2. Do 
well and right, and let the world sink. 3. Nothing can need a 
lie. 4. Gather ye rosebuds while ye may. 5. Words are wise 
men's counters, but they are the money of fools. 6. What is one 
man's poison is another's meat or drink. 7. Never tell your reso- 
lution beforehand. 8. They that govern the most make the least 
noise. 9. Old friends are best. 10. Diogenes struck the father 
when the son swore. 11. Who cannot give good counsel? 
12. All our geese are swans. 13. Turn over a new leaf. 14. The 
world's a bubble. 15. Your monument shall be my gentle verse. 
16. Age cannot wither her, nor (can) custom stale her infinite 
variety. 17. How poor are they that have not patience ! 18. Her 
voice was ever soft, gentle, and low. 19. Let not woman's weap- 
ons, water drops, stain my man's cheeks ! 20. We know what we 
are, but we know not what we may be. 21. Keep thy shop, and 
thy shop will keep thee. 22. Blessed is the man that endureth 
temptation. 23. A httle leaven leaveneth the whole lump. 24. If 



REVIEWS ^y 

thine enemy hunger, feed him. 25. A merry heart maketh a 
cheerful countenance. 26. Architecture is frozen music. 27. If 
the end be well, all is well. 28. Rivers are highways that move 
on. 29. La Fontaine says, " Help thyself, and God will help 
thee." 30. I know what's what. 31. He that has patience may 
compass anything. 32. Everybody hkes and respects self-made 
men. t,t,. I repeat — that all power is a trust. 34. The rose 
that all are praising is not the rose for me. 35. That's best which 
God sends. 36. Who loves not knowledge? 37. Gentle words 
are always gain. 2>^. Socrates said he was not an Athenian or a 
Greek, but a citizen of the world. 

39. For what avail the plow or sail. 
Or land or Ufe, if freedom fail? 

40. When duty whispers low. Thou must, 
The youth replies, I can ! 



LESSON LXVII 

REVIEW OF NOUNS AND PRONOUNS 

Find the noiuis and pronouns in Lesson LXVI, and tell how each 
is used. 



LESSON LXVIII 

REVIEW OF VERBS, ADVERBS, AND ADJECTIVES 

Find the verbs in Lesson LX VI, and tell how each is used. 
Find the adverbs and adjectives in Lesson LX VI, and tell how each 
is 2ised, 



S8 PREPOSITIONS 

LESSON LXIX 

LETTER WRITING 

India Office, 

October 14, 1823. 

Dear Sir : 

If convenient, will you give us house room on Saturday next? 
I can sleep anywhere. If another Sunday suit you better, pray 
let me know. We were talking of roast shoulder of mutton with 
onion sauce ; but I scorn to prescribe to the hospitahties of mine 
host. 

With respects to Mrs. C, 

Yours truly, 

Charles Lamb. 

This is a letter written by the author of " Tales from Shake- 
speare." How can we tell that it was written to an intimate 
friend ? 

Write a letter to a relative^ —perhaps an aunt, — asking if you 7iiay 
bring your chum with you when you co7ne to pay her a short visit. 



LESSON LXX 
PREPOSITIONS 

A man of wealth rode by our house. 

In this sentence what does the group of words "of wealth" 
modify? What element is it? Why? 

What does the group of words "by our house" modify? It 
tells where the man rode. What element is it? Why? 

The word "of" connects the noun "wealth" to the noun 
"man." The word "by" connects the noun "house" with the 



PREPOSITIONS 



89 



verb "rode." They are said to show the relations between the 
words which they connect, and are called prepositions. The nouns 
which follow them are called their objects. . 

A preposition is a word used to show the relation 
between its object and some other word. 

List of the Principal Prepositions 



Aboard 


Before 


Except 


To 


About 


Behind 


For 


Toward 


Above 


Below 


From 


Towards 


Across 


Beneath 


In, into 


Under 


After 


Beside 


Of 


Until 


Against 


Between 


On 


Up 


Along 


Beyond 


Over 


Upon 


Among 


By 


Past 


With 


Around 


Down 


Round 


Within 


At 


During 


Through 


Without 



Point out the prepositions iji the following sentences : — 

Model. — He came from France to America. 

"From" is a. preposition; it shows the relation between its 
object and some other word. It shows the relation between 
"France" and "came." "To" is 2. preposition ; it shows the 
relation between "America" and "came." 

I. The old man was often in want of the necessaries of life. 
2. The boy went through the gate into the garden. 3. Be not 
forward in the presence of your superiors. 4. He was not, at 
that time, in the city. 5. He drove over the bridge into the 
city. 6. He went to the doctor for advice. 7. The path 
brought them to the end of the wood. 8. She turned to the old 
man, with a lovely smile upon her face. 9. The light came 
through the stained windows of the old church. 



90 PREPOSITIONAL PHRASE 

LESSON LXXI 
PREPOSITIONAL PHRASE 

I ran into the house. 

" Into the house " is a group of words, consisting of a preposi- 
tion, its object, and a modifier of the object. These three words 
form a single expression used as an adverbial element to modify 
the verb "ran." 

The house beside the church is a parsonage, 

" Beside the church " is a group of words, consisting of a 
preposition, "beside," its object, "church," and a modifier of 
church, " the." These three words form a single expression used 
as an adjective element to modify the noun " house." 

A group of words consisting of a preposition and its 
object is called a prepositional phrase. 

Analyze the folloiving sentences : — 

Model.— Habits of industry will lead to prosperity. 

Habits I will lead 



of industrv 



to prosperity. 



This is a simple declarative sentence. 

" Habits " is the subject ; " will lead," the predicate. " Habits " 
is modified by the prepositional phrase " of industry," an adjective 
element ; " will lead " is modified by the prepositional phrase " to 
prosperity," an adverbial element. 

I. Light moves in straight lines. 2. They went aboard the 
ship. 3. I differ from you on that point. 4. The two thieves 
divided the money between them. 5. The ship was driven 



THE PARTICIPLE 



91 



upon the rocks. 6. Our sincerest laughter is fraught with 
some pain. 7. The young lambs are bleating in the meadows. 
8. They came to the country of the free. 



LESSON LXXII 

COMPOSITION 

Making Friends 




Make a7i outline and write a description of this scejie. 



LESSON LXXIII 

THE PARTICIPLE 

James saw the man plowing. 

What is the subject of this sentence? Why? What is the 
predicate? Why? What is the objective element? Why? 



92 THE PARTICIPLE 

The words "the" and "plowing" limit and restrict "man." 
The word "plowing" denotes what the man was doing. It does 
not affirm anything of " man " ; it modifies it like an adjective. 

The word " plowing," then, partakes of the properties of both 
a verb and an adjective. Like a verb, it expresses action ; like 
an adjective, it modifies a noun. Because it partakes of the prop- 
erties of two parts of speech, it is called a participle, which word 
means partaking of. 

A participle is a word derived from a verb, and partak- 
ing of the properties of a verb and of an adjective or a 
noun. 

Several participles can be made from the same verb. From 
the verb "take" come the participles "taking," "taken," " being 
taken," "having taken," "having been taken." 

Form as many participles as possible fro7n the following verbs : — 



go 


spell 


lie 


suffer 


answer 


sit 


hope 


make 


enjoy 


demand 


see 


grow 


learn 


recite 


enchant 


help 


come 


write 


arrive 


resemble 


find 


paint 


study 


inquire 


reconcile 



Point out all the participles in the following exercises: '■ — 

Models.— I. The boy, laughing, ran away. 

"Laughing" is 2i participle ; it is a word derived from the verb 
"laugh," and partakes of the properties of a verb and of an 
adjective. 

2. The lesson, studied carefully, was recited. 

" Studied " is a participle ; why ? 

3. Having recited, we were dismissed. 
" Having recited " is 2^ participle ; why ? 



THE PARTICIPIAL NOUN 93 

I. Look at Dash playing with Rose. 2. I send you this 
note, written in^haste, hoping it will reach you before you leave 
town. 3. Here it comes sparkling, and there it lies darkling. 

4. Having finished the task assigned me, I will rest awhile. 

5. The boy passed on, whistling as before. 6. The fort, situ- 
ated on a high hill, was captured at daybreak. 



LESSON LXXIV 

THE PARTICIPIAL NOUN 

I like skating. 

In this sentence ''skating" is a noun. It is a nmne, the name 
of an action. 

It is a noun ; but, as it expresses action, and is derived from 
the verb '' skate," it is called a participial noun. A participial 
noun is also a common noun ; but it need not be so called in 
parsing. 

Point 07 (t the participial notms in the following exercises : — 

Model. — Miss Gray teaches writing. 

This is a simple declai^alive sentence. 

"Writing" is a noun (why?) ; participial; it is derived from 
the verb " write," and partakes of the properties of a verb and 
a noun. 

I. He was in danger of losing his life. 2. Let there be no 
more running and jumping on the lawn. 3. These strawberries 
are of my own raising. 4. The two men commenced searching 
for a shelter. 5. They could not avoid being discovered. 



94 THE PARTICIPIAL PHRASE 

Point out the participles and participial nouns: — 

I. John would have avoided meeting him, i^ he could have 
done so without being called a coward. 2. Looking over the 
wall, we saw a fox caught in a trap. 3. Seeing is believing. 

4. The poor woman stood at the door, wringing her hands. 

5. Do you see the teacher pointing his finger at us? 



LESSON LXXV 

THE PARTICIPIAL PHRASE 

The man cutting the grass is a good gardener. 

"Cutting the grass" is a group of words composed of a par- 
ticiple, its object, and a modifier of the object. The whole group 
forms a single expression used as an adjective element, and is 
called a participial phrase. 

Being tired, I sat down on the bench. 

" Being tired " is a group of words introduced by a participle, 
and forming a single expression used as an adverbial element. 
It is called a participial phrase. 

A group of words introduced by a participle, and form- 
ing a single expression used as an element in a sentence, is 
called a participial phrase. 

Analyze the follo'wi7ig sentences : — 

Model. — The window covered with frost intercepted 
the Hght from the lamp. 



window 



The 
covered 



intercepted | light 



the 

from lamp 



with frost I the 



PHRASES 95 

"Window" is the subject, modified by "the" and by the 
participial phrase '' covered with frost," two adjective elements, 
"Intercepted" is the predicate, modified by the object "light," 
which is modified by " the " and by the prepositional phrase " from 
the lamp," two adjective elements. " From " is the preposition 
and " lamp " is its object, modified by the adjective element 
" the." 

1. A cottage nestling among the trees peeped out upon the 
traveler. 2. A porch adorned with roses occupied the north 
side of the enclosure. 3. The maiden, neatly dressed, looked 
sweet enough. 4. At noon, being exhausted from my studies, I 
fell asleep. 5. Having been there twice, I knew the place well. 
6. I learned a song bristling with difficulties. 7. Mr. White's 
nag, arching her neck, came sidling up to us. 8. A well-worn 
pathway leads to the spring. 9. The boy ran leaping and skip- 
ping merrily. 10. Sparkling with dewdrops, a fairy carpet lay 
spread. 



LESSON LXXVI 
PHRASES 

Little Boy Blue, the boy that minds the sheep, is 
under the haycock. 

"The boy that minds the sheep " is a group of words forming 
a single expression, yet not a proposition, and is used as an adjec- 
tive element in the sentence. 

I will be there whether or no. 

"Whether or no " is a group of words forming a single expres- 
sion, but not a proposition, and is used as an adverbial element 
in the sentence. 



96 COMPOSITION 

Any group of words of this sort may be called a phrase. 
A phrase is a group of words properly put together so 
as to make a single expression, but not a proposition. 

Select the phrases from the following sentences : — 

I. That boy, small and wiry, with red hair and freckled face, is 
the best wrestler in our school. 2. A post six feet high marked 
the spot where the camp was located. 3. A squirrel with a bushy 
tail skipped nimbly across the road in front of us. 4. Watch the 
children playing in the snow. 5. I looked here and there for 
arbutus. 6. Every now and then we found some. 7. I will 
come by and by. 8. Little by httle all my property was lost. 



LESSON LXXVII 
COMPOSITION 

The Mischief Maker 

There's a little mischief-making 

Elfin, who is ever nigh, 
Thwarting every undertaking, 

And his name is By-and-by ; 
What we ought to do this minute 

'' Will be better done," he'll cry, 
*' If to-morrow we begin it, — 

Put it off," says By-and-by. 

Those who heed his treacherous wooing 
Will his faithless guidance rue ; 

What we always put off doing. 
Clearly we shall never do. 



THE INFINITIVE PHRASE 97 

We shall reach what we endeavor 

If on Now we more rely ; 
But into the realms of Never 

Leads the pilot By-and-by, 

Make an oiiiliiie of this poem. Write a story oji '■'-Toui's Delay and 
What Caj7ieof Ity 

LESSON LXXVIII 

THE INFINITIVE PHRASE 

The desire to laugh overcame us. 

"To laugh" is an adjective element, modifying "desire." It 
is a form of the verb "laugh." It expresses action, but does 
not affirm it, and is called an infinitive, or infinitive phrase. 

I smiled to reassure him. 

"To reassure him" is an infinitive phrase, consisting of the 
infinitive of the verb "reassure" and the object "him." The 
phrase is used as an adverbial element. 

Infinitives and participles are often modified by adverbial ele- 
ments and adverbs. Thus " running rapidly " ; "to run rapidly." 

An infinitive is a form of the verb used to express action 
without affirming it. 

The word " to " is usually placed before the verb, and is called 
the sign of the infinitive. The two parts should not be separated 
in analyzing or parsing. 

An infinitive phrase is an infinitive or a group of words 
introduced by an infinitive, the whole expression being 
used as some element in a sentence. 

Analyze the following sentences : — 

I. The wish to hear her inspired my efforts to chmb the bal- 

HARV. ELEM. GRAM. — J 



gS SUBJECT PHRASES 

cony. 2. The boy studied to learn. 3. I went to church to 
pray. 4. Those who came to scoff at him became the most 
earnest to praise. 5. My intention to shoot the burglar was 
frustrated by his stooping. 6. I have a box to put pens in. 
7. A book to cover was placed beside me. 8. I have no lessons 
to learn to-night. 9. She was "wax to receive, and marble to 

retain." 

■^ 

LESSON LXXIX 
SUBJECT PHRASES 

What kind of elements have been the phrases so far discussed? 

Phrases used as adjective or adverbial elements are 
called adjective or adverbial phrases. 

To love is to obey. 

To love I is : to obey. 

This is a simple declarative sentence. 

"To love" is a phrase used as the subject; "to obey" is the 
predicate ; " is," the copula. 

Dragging the sled was hard work. 

Dragging | sled | was : work, 
[th^l jh^d 

The participial phrase, " dragging the sled," is used as the sub- 
ject of the sentence. 

" To the front " was a thrilling cry to hear. 

" To front " | was : cry 
[the \ ja 

thrilling 
to hear. 



PREDICATE PHRASES 99 

"To the front " is a phrase used as the subject of the sentence. 
A phrase used as the subject of a sentence is called a 
subject phrase. 

Analyze the following sentences : — 

I. To lie is wicked. 2. Telling white lies is poor business. 
3. To have lost such a foe would have been poor comfort. 4. To 
watch the tide come in was a pleasure to us. 5. To teach the 
young is a pleasant task. 6. Studying under pleasant circum- 
stances is no drudgery to me. 7. Looking out for sails occupied 
much of his time. 8. To be doing something useful delighted 
the children. 9. Begging from door to door is his sole occupa- 
tion. 10. To err is human. 



LESSON LXXX 
PREDICATE PHRASES 

My purpose is to do right. 

purpose I is : to do I right. 

IMy I 

"To do right" is an infinitive phrase used as the predicate of 
the sentence after the copula " is." 

What confuses me is multiplying by decimals. 

What I confuses I me 



is : multiplying 



I by decimals. 

" Multiplying by decimals " is a participial phrase used as 
predicate of the sentence after the copula " is." 



100 OBJECTIVE PHRASES 

The general's order will be " To arms." 

order | will be : "To arms." 

I generaPs | 
[The 

The prepositional phrase ^'To arms" is used as predicate, after 
the copula "will be." 

Analyze the following sentences : — 

I. To brag is to deceive no one. 2. My intention is to leave 
early. 3. My chief amusement is playing solitaire. 4. My wish 
was to go to the concert. 5. The means of support are fishing in 
the rivers and hunting in the woods. 6. Your ambition should 
be to become a great scholar. 7. To aid your fellow man is to 
serve God. 



LESSON LXXXI 

OBJECTIVE PHRASES 

I want to know him better. 

I I want I to know | him 
I I better. 

The infinitive phrase " to know him better " is used as the 
object of the verb " want." 

I like sitting before the fire. 

I I like I sitting 
I I before fire. 

I the 

" Sitting before the fire " is a participial phrase used as the 
object of the verb " like." 



REVIEW OF PHRASES lOI 

A phrase used as the object of a verb or of a participle 
is called an objective phrase. 

Analyze the following sentences : — 

I. We hope to make your friend's acquaintance. 2. The pupils 
enjoy drawing from nature. 3. The teacher intends to invite all 
the parents. 4. Our parents hope to be present. 5. Hike teach- 
ing music. 6. Everybody hopes to live long, yet no one desires 
to grow old. 7. I anticipate having a good time. 8. We enjoy 
having had you with us. 9. The baby dreads taking a bath. 
10. We remember saihng our boats on the miniature pond. 



LESSON LXXXII 

REVIEW OF PHRASES 

What is a phrase ? 

What kinds of phrases do you know? 

Analyze the following sentences^ giving special aitentio7i to the phrases 
they contain : — 

1 . When Fortune means to men most good, 
She looks upon them with a threatening eye. 

2. If all the year were playing holidays, 

To sport would be as tedious as to work. 

3. Chiefly the mold of a man's fortune is in his own hands. 

4. To write a verse or two is all the praise 
That I can raise. 

5. My sentence is for open war. 

6. Not to know me argues yourself unknown. 

7. Whatever is, is in its causes, just. 

8. To die is landing on some silent shore. 



102 THE INTERJECTION 

9. Lord, in the morning thou shalt hear 
My voice ascending high. 

10. Pleased to the last, he crops the flowery food, 
And licks the hand just raised to shed his blood. 

11. But yonder comes the powerful king of day, 
Rejoicing in the east. 

12. We must eat to live, and live to eat. 

13. Being in a ship is being in a jail, with the chance of being 
drowned. 

14. Trust that man in nothing who has not a conscience in 
everything. 

15. How sleep the brave who sink to rest 
By all their country's wishes blessed ! 

16. Forbearance ceases to be a virtue. 

17. Labor to keep alive in your breast that little spark of 
celestial fire — conscience. 

18. He tried the luxury of doing good. 

19. Prayer is the soul's sincere desire. 
Uttered or unexpressed. 



LESSON LXXXIII 
THE INTERJECTION 

Oh ! I have cut myself. 

Oh, how it bleeds ! 

Hah ! It was a fearful day. 

Ah ! ha ! he caught the ball, did he ? 

The words o/i, a/i, and /la/i are thrown into these sentences 
merely to express ejuotioji. A word so used is called an inter- 
jection. 



THE INTERJECTION 103 

Interjections are expressions of emotion only. They are called 
interjections because they are thi'own in between connected parts 
of discourse, though generally found at the commencement of a 
sentence. 

Select the interjections front the following sentences : — 

I. Hah ! it is a sight to freeze one ! 2. Ah ! ha ! you thought 
me bhnd, did you? 3. Oh! Oh! 'tis foul! 4. O excellent 
young man ! 5. Alas, what have I seen or known ! 6. Mercy, 
how it burns ! 7. Fie upon thee ! 8. Soft ! I did but dream. 

9. Don't you hear? Don't you see? 
Hush ! Look ! -In my tree 
I'm as happy as happy can be ! 

What punctuation mark is placed after most of the interjections 
used in these sentences? What other mark is placed after a few 
of these interjections? When the comma is placed after an inter- 
jection, what mark is always found at the end of the sentence? 
Find a case in which no mark follows the interjection. 

An interjection is a word used to denote some sudden or 
strong emotion. 

An interjection is usually, but not always, followed by an 
exclamation point [!]. 

The word O is always a capital letter. 

Select the interjections frojn the following, and pimctnate properly : — 
I. Aha you are a truant 2. Ahem I will think about it 
3. Hark the clock strikes one 4. Pshaw I knew that yesterday 
5. Alas we shall see him no more 6. Tush tush man I made no 
reference to you 7. Ay he is every inch a king 8. Oh what a 
noble mind is here o'erthrown 9. Alas they had been friends 
in youth 10. Hark hark the lark at heaven's gate sings 



104 



COMPOSITION 



LESSON LXXXIV 

COMPOSITION 

Bessie and Bossy 




^^^T— fr- 






Bessie and Bossy seem to be great friends. 

Bessie is standing on the lower rail of the fence, leaning over to 
feed Bossy. She is neatly dressed, as a little girl should be, in 
a calico dress, a white apron, and a broad-brimmed hat. She 
clings to the fence rail with one hand and holds out to Bossy with 
the other a large red apple which I think she gathered from the 
tree above her. 

Bossy, too, is neatly dressed, as a little calf should be, in a 
spotted suit of brown and white. He seems to feel no fear of 
Bessie, but puts his head boldly forward to get the fruit. 

In the background may be seen the frame farmhouse, shaded 
by trees and surrounded by meadows. 

It is a peaceful scene ! 

Make aji outline of this description. 



COiNDENSATION AND ENLARGEMENT 



105 



Bessie and Bossy {continued^ 

Make an outline^ and write a description of the scene in the fol- 
lowing picture. 

Read each paragraph of your description., to see whether it describes 
one topic in your outline. 




LESSON LXXXV 



CONDENSATION AND ENLARGEMENT 

Complex sentences may often be reduced to simple sen- 
tences by using single words or phrases, instead of sub- 
ordinate propositions. 

Reduce the following complex sentences to simple sentences : — 

Models.— I. A man who is wealthy, lives there = A 
man of wealth (or, a wealthy man) lives there. 

2. We started when the sun rose = We started at 
sunrise. 



I06 CONDENSATION AND ENLARGEMENT 

I. A pupil that is studious, will learn rapidly. 2. Men who 
are honest, are respected. 3. A boy, when he is at play, is happy. 
4. An accident that was unavoidable, occurred at the factory this 
morning. 5. Franklin, who was a philosopher, was an American. 

6. One soldier was not present when the roll was called. 

7. They weighed anchor when the tide turned. 8. My brother 
has gone to the city, that he may find employment. 

Simple sentences may often be enlarged to complex 
sentences by using subordinate clauses instead of single 
words or phrases, as modifiers. 

Enlarge the following simple sentences: — 

Model. — None think the great unhappy but the 
great = None think that the great are 
unhappy but the great. 

I. A thing of beauty is a joy forever. 2. I went down to the 
river at ten o'clock. 3. Time wasted is existence ; used, is fife. 
4. Thou hast uttered cruel words. 5. The poor must work in 
their grief. 6. They came here to see the country. 7. The 
wild beasts kept for the games, had broken from their dens. 

8. Haste to cheer my father's heart. 

Substitute single words or clauses for the phrases in the following 
sentences : — 

Models.— I. Henry studies his lessons with care = 
Henry studies his lessons carefully. 

2. Ice forms in cold weather = Ice forms 
when the weather is cold. 

I. The sailors weighed anchor at sunrise. 2. The enraged 
lion struggled in vain. 3. Flowers bloom in the spring. 4. Some 



POSITION OF WORDS, PHRASES, AND CLAUSES 107 

seed fell on stony ground. 5. The face of the poor boy was dis- 
figured. 6. Our schools should be the pride and boast of our 
country. 7. I have written this letter in haste. 



LESSON LXXXVI 
POSITION OF WORDS, PHRASES, AND CLAUSES 

The meaning of a sentence may often be changed by changing 
the position of the single words, phrases, and clauses of which it 
is composed. 

In the sentence, " Only John studies algebra," " only " modifies 
"John." He is the only person that studies algebra. In the 
sentence, " John studies only algebra," " only " modifies " algebra." 
It is the only branch that John studies. 

In the sentence, " A watch was found yesterday by a schoolboy 
with steel hands," the phrase "with steel hands" modifies 
" schoolboy " ; but in the sentence, " A watch with steel hands 
was found yesterday by a schoolboy," the phrase "with steel 
hands " modifies " watch." In the first sentence, the steel hands 
are represented as belonging to the schoolboy ; in the second, to 
the watch. 

In the sentence, "He needs no spectacles that cannot see," 
the clause "that cannot see" is not intended to be used as a 
modifier of " spectacles," but of the word " he." It should be 
placed between " he " and " needs." 

Words, phrases, and clauses, used as modifiers, should 
be placed as near as possible to the modified words. 

Locate the phrases and clauses properly in these sentences : — 

I. The sled was bought by a boy going to school for a dollar. 
2. Wanted. — A horse by an EngHsh gentleman, sixteen hands 



Io8 PARTS OF SPEECH 

high. 3. A man was hanged yesterday with a blind eye. 
4. Look at those two men fishing with sunburnt faces. 5. The 
book was dropped by a bad boy on my head. 6. I saw a dog 
bite a man with long ears and a white spot on his face. 7. Mr. 
Otis needs a surgeon, who has broken his arm. 



LESSON LXXXVII 

PARTS OF SPEECH 

Words have different meanings, and are used in different ways. 
They can be divided into classes, according to their meaning 
and use. These classes are called parts of speech. 

Parts of speech are the classes into which words are 
divided according to their meaning and use. 

The parts of speech are : nouns, pronouns, adjectives, 
verbs, participles, adverbs, prepositions, conjunctions, and 
interjections. 

A noun is a name. 

Give exainples. 

A pronoun is a word used instead of a noun. 

Give examples. 

An adjective is a word used to describe or define a noun 
or a pronoun. 

Give examples. 

A verb is a word which expresses action, being, or 
state. 

Give examples. 



COMPOSITION 109 

A participle is a word partaking of the character of a 
verb and of an adjective or a noun. 

Give examples. 

An adverb is a word used to modify a verb, -an ad- 
jective, a participle, or an adverb. 

Give examples. 

A preposition is a word used to show the relation be- 
tween its object and some other word. 
Give examples. 

A conjunction is a word used to connect words, groups 
of words, or propositions. 
Give examples. 

An interjection is a word used to denote emotion. 

Give examples. 



LESSON LXXXVIII 
COMPOSITION 

Freaks of Jack Frost 

The Frost looked forth on a still, clear night, 
And whispered, " Now I shall be out of sight ; 
So through the valley and over the height 

In silence I'll take my way. 
I will not go on like that blustering train — 
The wind and the snow, the hail and the rain- 
That make such a bustle and noise in vain ; 

But I'll be as busy as they." 



no COMPOSITION 

So he flew to the mountain, and powdered its crest ; 
He ht on the trees, and their boughs he dressed 
With diamonds and pearls ; and over the breast 

Of the quivering lake he spread 
A coat of mail, that it need not fear 
The gUttering point of many a spear 
Which he hung on its margin, far and near. 

Where a rock could rear its head. 

He went to the windows of those who slept. 
And over each pane, hke a fairy, crept ; 
Wherever he breathed, wherever he stepped, 

By the morning light were seen 
Most beautiful things : there were flowers and trees, 
There were bevies of birds and swarms of bees ; 
There were cities, and temples, and towers ; and these 

All pictured in silver sheen ! 

But he did one thing that was hardly fair : 
He peeped in the cupboard, and finding there 
That all had forgotten for him to prepare — 

" Now, just to set them a-thinking, 
I'll bite this basket of fruit," said he, 
*' This costly pitcher I'U burst in three ; 
And the glass of water they've left for me 

Shall ' tchick ! ' to tell them I'm drinking." 

— Hannah F. Gould. 

Make ail otitline of the story told in this poem. 
Write a story from the outline which you ifiake. 

Read each paragraph of yonr story aloud to see whether it is about 
one topic in your outline. 

Notice where each paragraph begins. 

Explain the use of each capital and each period in your story. 

Explain the use of the quotation marks in your story. 



ANALYSIS SUMMARIZED ill 

LESSON LXXXIX 

ANALYSIS SUMMARIZED 

A sentence is a group of words making complete sense. 

Give examples. 

The subject is that part of a proposition about which 
something is affirmed. 

Give examples. 

The predicate is that part of a proposition which is 
affirmed of the subject. 

Give examples. 

The copula is a word or a group of words used to join 
a predicate to a subject, and to make an assertion. 

Give examples. 

A direct predicate is a predicate affirmed of the subject 
without any expressed copula. 

Give examples. 

A proposition is a subject combined with its predicate. 
Give examples. 

A simple sentence is a sentence consisting of but one 
proposition. 

Give exa?nples. 

A compound sentence consists of two or more connected 
propositions, each of which will make complete sense 
when standing alone. 

Give examples. 

A member of a compound sentence is one of the propo- 
sitions of which it is composed. 
Give examples. 



112 ELEMENTS SUMMARIZED 

A complex sentence is one some element of which is a 
proposition. 

Gh>e exa])iples. 

A clause is one of the propositions forming a complex 
sentence. 

Give exa?nples. 

A principal clause is that proposition forming part of a 
complex sentence which makes complete sense when sep- 
arated from the rest of the sentence. 

Gwe examples. 

A subordinate clause is that proposition used as an ele- 
ment in a complex sentence which does not make complete 
sense when separated from the rest of the sentence. 

Give examples. 

A phrase is a group of words properly put together so 
as to make a single expression, but not a proposition. 

Give examples. 



LESSON XC 

ELEMENTS SUMMARIZED 

An element is one of the distinct parts of a sentence. 

The principal elements are the subject and \.\\^ predicate. 

The subordinate elements are objective, adjective, and 
adverbial elements. 

An objective element is a word or a group of words 
that completes the meaning of a verb. 

Give examples. 



COMPOSITION 



113 



An adjective element is a word or a group of words 
that modifies a noun or a pronoun. 

Give examples. 

An adverbial element is a word or a group of words 
that modifies a verb, an adjective, a participle, or an 
adverb. 

Give examples. 

The copula is not an element in the sentence. 

A word, a phrase, or a clause may be used as any element in 

the sentence. 

-♦-^ — 

LESSON XCI 
COMPOSITION 

Santa Claus 



Make an outline for a 
description of this pic- 
ture^ and write the de- 
scription . 




HARV. ELEM. GRAM. — 8 



114 KINDS OF CLAUSES 

LESSON XCII 

KINDS OF PHRASES 

What is a phrase ? 

Phrases may be classified according to their use into : — 

1. Substantive; as, ** To be king is my ambition." 

2. Adjective; ?iS, '' Ahoy ainbitioiLsfoi^ ko7iory 

3. Predicative; as, " My hope is to get the prized 

4. Objective ; as, '' I want to do right y 

Phrases may be classified according to formation into : — 

1. Prepositional; as, "I looked throtigJi the window y 

2. Infinitive ; as, " I wished to see yoit^ 

3. Participial; as, "The storm now threatejting may 
pass us." 

The rain having stopped, we went out. 

In this sentence the phrase, ''The rain having stopped," con- 
sists of the noun, ''rain," with its modifier, united with the parti- 
ciple, " having stopped." The phrase is not joined in any way to 
the rest of the sentence. It is called an absolute phrase. The 
absolute participial phrase is very different from the adjective 
participial phrase modifying the subject, as, "The rain, having 
stopped suddenly, fell no more." 



LESSON XCIII 

KINDS OF CLAUSES 

What is a clause } 

A clause is classified according to its use as : - 

I. Subject clause ; as, '' That you saw me, rejoices me." 



COMPOSITION 115 

2. Objective clause ; as, "I know that you will like 
school'' 

3. Predicate clause ; as, " Our plan was that Jie shoiddgoy 

4. Adjective clause ; as '' We, who know you, believe 
you." 

5. Appositive clause; as, "The question. Will you 
comef troubles me." 

6. Adverbial clause; as, ''I will go, if you wish it'' 

Clauses introduced by relative pronouns are called rela- 
tive clauses ; as, '' The rain which fell hardly wet the 

grass. 

-♦ 

LESSON XCIV 
COMPOSITION 

A Very Odd Girl 

In school she ranks above her mates, 

And wins the highest prizes ; 
She bounds correctly all the states, 

And tells what each one's size is ; 
In class she will not prompt a friend, 

For she doesn't believe in telling ; 
She heeds the rules from end to end, 

And never fails in spelling. 
" She's just as odd as odd can be ! " 

Say all the school of Esther Lee. 

She keeps her room as neat as wax. 

And laughs at Peter's mockings ; 
She mends Priscilla's gloves and sacks. 

And darns the family stockings ; 



Il5 INDEPENDENT ELEMENTS 

She dusts the sitting room for Kate* 

She cares for baby brother ; 
She fashions balls and kites for Nate, 

And runs for tired mother. 
" She's just as odd as odd can be," 

Say all at home of Esther Lee. 

For little, crippled Mary Betts 

She saves her brightest pennies ; 
She never, never, sulks or frets 

If she doesn't beat at tennis ; 
With happy words she's sure to greet 

Children in lowly by-ways ; 
She guides unsteady, aged feet . 

Across the busthng highways. 
" She's just as odd as odd can be ! " 

Say all the town of Esther Lee. 

Otttlme this description of the character of '■' A Very Odd Girl.'''' 
Write a description of the girl from your outline. 



LESSON XCV 

INDEPENDENT ELEMENTS 

An interjection is simply an expression of emotion. 
Give an example. 

Interjections have no dependence upon other words. 

John, come here. 

The Puritans^ they were a God-fearing people. 
You ! You are our candidate. 



EXERCISE ON INDEPENDENT ELEMENTS 1 17 

Which of these italicized nouns and pronouns is used to attract 
the attention of the person named? Which is used to call the 
attention of others to the person named ? Which is used like an 
interjection? Nouns and pronouns thus used are independent 
expressions ; they are said to be in the nominative absolute case. 

A noun used in an absolute phrase is also called 
independent. 

Interjections and nouns or pronouns used in direct 
address or in exclamation, merely mentioned, or combined 
with participles to form absolute phrases, are independent 
elements. 

The name of the person addressed being independent, 
the subject of an imperative sentence is tJioit or yoii 
understood. 



LESSON XCVI 

EXERCISE ON INDEPENDENT ELEMENTS 

Analyze the following^ selecting especially the iiidepeiideiit ele- 
ments : — 

I. Attention ! 2. On, Stanley, on ! 3. Magnificent ! 
4. A rope to the side ! 5. How is it now, my old friend? 
6. Are you cold? 7. No rain having fallen, the crops were 
destroyed. 8. There is no danger of his falling. 9. The 
storm continuing, we dropped anchor. 10. Having led an 
active hfe, he could not endure confinement. 11. Being 
human, he is not perfect. 12. Honor being lost, all is lost. 
13. These children; they must be punished. 14. This being 
said, he retired. 15. I! I cannot be wrong! 16. The boy, 
oh where was he? 



Il8 EXPLETIVES 

LESSON XCVII 

COMPOSITION 

Make an outline, and write a description of the character of some 
person whom you admire. 



LESSON XCVIII 

EXPLETIVES 

There is no hope for me. 

This sentence means, " No hope is (exists) for me." In this 
sentence *' hope " is the subject, modified by "no"; *'is" is the 
copula; ''for me" is the predicate. The word " there " serves 
no purpose except to introduce the sentence. Such a word is 
called an expletive. 

" It is true that I am worried." 

This sentence means, " That I am worried is true." The sub- 
ject is the clause, " that I am worried " ; the predicate is " true " ; 
"is" is the copula. "It," which introduces the sentence, is not 
an element in the sentence. It is therefore called an expletive. 

An expletive is a word used to introduce a proposition, 
but not used as an element of the proposition which it 
introduces. 

Analyze the following sentences : — 

I. It is a fact that the war is over. 2. There is no doubt 
about it. 3. While there is life there is hope. 4. There is 
a land of pure delight. 5. There comes my father ! 6. It is 
a pity he is so lame. 7. There is a storm coming. 8. It 
was midnight when we returned. 9. Where was the battle? 



PERSON 



19 



LESSON XCIX 
COMPOSITION 

Baby's Peril 




Make an outline and ivriie a story suggested by this picture. 



LESSON C 

PERSON 

I called on you. 
The pronoun " I " stands for the person speaking, and the pro- 
noun "you " stands for the person who is spoken to. 

They called on us. 

The pronoun "they " stands for people spoken of; while the 
pronoun " us " stands for the speaker and his friends. 

The name of a person speaking, or a pronoun used instead of 
that name, is said to be oi the first person. 



I20 FORMS INDICATING PERSON 

The first person denotes the speaker. 

The name of a person spoken to, or a pronoun used instead of 
that name, is said to be of the seco7id person. 

The second person denotes the person addressed. 

The name of a person or object spoken of, or a pronoun used 
instead of that name, is said to be of the third person. 

The third person denotes the person or object spoken of. 

Select the noitns and pronoiins froni the following sentences^ ajid tell 
of each 'whether it is of the first, the second, or the third person : — 

I. I wrote a letter to my brother. 2, John, did you write 
to me ? 3. We will write to you and to your sister. 4. Who 
stole the roses? 5. I who speak to you am the thief. 6. You 
who lost them are not to blame. 7. They who purchased them 
from me are innocent. 8. The rose which grew in my garden 
is a La France. 9. Our fortune is lost. 10. What do you 
wish? 



LESSON CI 
FORMS INDICATING PERSON 

I, John, speak to you. 
John, come here. 
I spoke to John. 

What is the person of the noun ''John" in each of these sen- 
tences ? Nouns do not show by their form of what person they are. 

I am the man. 
You are the man. 
They are the men. 



FORMS INDICATING PERSON I2I 

What is the person of the pronoun used as the subject of each 
of these sentences? Some pronouns indicate by their form of 
what person they are. 

It was I who came. 
It was he who came. 
It was you who came. 

What is the person of the pronoun " who " in each of these 
sentences ? 

Some pronouns do not show by their form of what person 
they are. 

am here. 

is here. 

Of what person must the subject of " am "be? Of what person 
must the subject of "is" be? 

We were here. 
You were here. 
They were here. 

Of what person is the subject of "were " in each of these sen- 
tences? Some verb forms indicate of what person their subjects 
are. A verb must agree with its subject in person. 

Tell the person of each subject^ and supply the proper verb form for 
its copula or predicate in the following : — 

I. I he. 2. I, who the oldest of the family, feel 

responsible. 3. You the culprit. 4. You, who 

the leader, must be most to blame. 5. They our friends. 

6. They, who our friends, ought to come to our aid. 7. I, 

who his enemy, say that he honest. 8. Cannot you, 

who his friend, say more ? 



122 PERSONAL PRONOUNS 

LESSON CII 

PERSONAL PRONOUNS 

Those pronouns which show by their form whether the nouns 
which they represent are of the first, second, or third person are 
called personal pronouns. 

Personal pronouns both represent nouns and show by 
their form whether they are of the first, second, or third 
person. 

The simple personal pronouns are /, tJiou, he, she, and it, 
with their forms, zve, our, us, my, mine, ye, you, your, thy, 
tJiine, tJiee, his, him, her, its, they, their, them. 

The compound personal pronouns are formed by adding 
self or selves to some form of the simple personals ; as, 
myself, yourself, himself, tJiemselves. 

Select the personal pronouns from the following, and tell of each the 
person and how used : — 

I. You and he are my friends. 2. I saw them in their 
carriage. 3. The soldiers helped themselves. 4. Thou art the 
man. 5. He saved thy money for thee. 6. Your father knows 
us. 7. He himself hid your slate. 

8. Where shall I see him? angels tell me where. 
You know him ; he is near you ; point him out. 
Shall I see glories beaming from his brow, 

Or trace his footsteps by the rising flowers ? 

9. O, let her stay ! She is by birth 

What I through death must learn to be ; 
We need her more on our poor earth 

Than thou canst need in heaven with thee. 



POSSESSIVE PRONOUNS 123 

LESSON cm 

PRECEDENCE OF PERSONAL PRONOUNS 

It is polite to mention first the person to whom you are 
talking rather than yourself. Thus we say, " The atten- 
tion was offered to you and me" ; ''You and I will go." 

The person to whom you are speaking should be men- 
tioned even before a third person, and the speaker himself 
should be mentioned last. Thus we say, " You and he 
will go " ; " He and I will go " ; " You and she and I will 
go"; ''The invitation is addressed to you and her"; 
"The dinner was given to you and him and me." 



LESSON CIV 

POSSESSIVE PRONOUNS 

Possessive pronouns are words used to represent both 
the possessor and the thing possessed. The possessive 
pronouns are mine, thine, Ids, hers, oilvs, yotirs, theirs, 
oitr own, etc. 

In the sentence "That book is his," the predicate is "his." 
Why? It represents the words his book. It is a possessive pro- 
noun because it represents both the possessor and the thing 
possessed. * 

In the sentence " That is his book," " book " is the predicate. 
"His" modifies "book." It is a personal pronoun because it 
modifies the noun following it, and does not represent both the 
possessor and the thing possessed. It is possessive case because it 
is used as an adjective element ; but it is not 2, possessive pronoun. 



124 RELATIVE PRONOUNS 

To denote emphatic distinction, my oivn is used for 
mine, his ozvn for Jiis, thy oivn for tldiie, our ozvn for oii7's, 
your own for yoitrs, tJieir ozvn for tJieirs. 

Select the possessive projwtms from the folloiving^ and tell how each 
is used : — 

I. That horse of yours is lame. 2. This sled is not yours; 
it must be hers. 3. The money is your own. 4. Friend of 
mine, you are welcome. 5. That garden of theirs is a very 
fine one. 6. This book is not mine ; it must be his or hers. 
7. She is an old friend of ours. 8. These books are yours, 
not theirs. 9. We love this land of ours. 10. The boy left 
his hat, and took mine. 11. You should study your own books, 
and not borrow hers. 



LESSON CV 

RELATIVE PRONOUNS 

A relative pronoun is a word used to represent a pre- 
ceding word or expression to which it joins a modifying 
clause. 

The simple relative pronouns are zuho, which, zvhat, and 
that. 

That is a relative when uuho, zvhich, or whom can be used in 
its place. As is used as a relative pronoun after such^ many, 
and same. 

The compound relative pronouns are whoever, whoso, 
zvhosoever, whichever, whichsoever, whatever, and whatso- 
ever. 



COMPOSITION 125 

Select the relative pronouns and tell Jiow each is used : — 

I. He that is down need fear no fall. 2. This is the child 
that was lost. 3. The dog which you bought was stolen. 
4. He will do what is right. 5. i\sk for what you want. 
6, That is the man whose house was burned. 7. This is the 
dog that worried the cat that killed the rat that ate the malt 
that lay in the house that Jack built. 



LESSON CVI 

INTERROGATIVE PRONOUNS 

The interrogative pronouns are who, which, and what^ 
when used in asking questions. 

Analyze the following sentences ; select the interrogative pronouns^ 
and tell how each is used : — 

I. Who came with you? 2. Whose horse ran away ? 3. Whom 
did you call? — Mary. 4. What did you say? 5. What is 
that? — It is a velocipede. 6. Which will you have? — The 
large one. 7. Who told you how to parse " what " ? 



LESSON CVII 
COMPOSITION 

Two Little Boys 

Joey was a country boy, 
Father's help and mother's joy ; 
In the morning he rose early, — 
That's what made his hair so curly ; 



126 GENDER IN NOUNS 

Early went to bed at night, — 
That's what made his eyes so bright; 
Ruddy as a red-cheeked apple ; 
Playful as his pony, Dapple. 
Even the nature of the rose 
Wasn't quite so sweet as Joe's. 

Charley was a city boy, 
Father's pet and mother's joy ; 
Always lay in bed till late, — 
That's what made his hair so straight ; 
Late he sat up every night, — 
That's what made his cheeks so white; 
Always had whate'er he wanted, 
He but asked, and mother granted ; 
Cakes and comfits made him snarly, 
Sweets but soured this poor Charley. 

— Olive A. Wadsworth. 

Make an outline of this comparison of the two boys in character^ con- 
dition^ and appearance. 

Write a coinpariso7i in prose according to your outline. 



LESSON CVIII 

GENDER IN NOUNS 

Objects are either male or female ; as boy, girl, or neither male 
nor female ; as, apple. Their names, therefore, may be classified 
with regard to sex. This distinction is called gender. 

Gender is a distinction of nouns or pronouns w^ith regard 
to sex. 



GENDER IN NOUNS 1 27 

There are four genders : mascitline^ feminine, common, 
and 7zeiiter. 

The masculine gender denotes males ; as, boy. 
The feminine gender denotes females ; as, girl. 

Some words, as children, parent, etc., are used to denote either 
males or females. The gender of such words is said to be 
co7nmo7i. 

The common gender denotes either males or females ; as, 
parent. 

The neuter gender denotes neither males nor females ; 
as, house. 

Tell the gender of the following nouns : — 

Cart Duke Father Nephew Countess 

Poet Susan Joseph Milliner President 

Aunt Baker Madam Empress Administratrix 

Give the corresponding masculine or feminine for the following 
nouns : — 

King Uncle Francis Augusta Miss Jones 

Niece Widow Brother Sorcerer Grandfather 

Count Female Prophet Mediator Hen-sparrow 

Write five sentences^ using mascidine nouns as subjects. 

MoDKL.—Joh7i left his book on my desk. 

Write five sentences, using feminine nojtns as objects. 

Model. — The teacher sent my sister home at recess. 

Write six sentences, using jiojms in the common or neuter gender as 
subjects or objects. 

Model. — A deg-gar ivighttnQd me this morning. 



128 GENDER IN PRONOUNS 

LESSON CIX 

GENDER IN PRONOUNS 

Who is that? — My brother. 
Who is that? — My sister. 
The boy who was here and the girl who was with 
him are brother and sister. 

Relative and interrogative pronouns have no variation of form 
to indicate gender. 

We and you and they are all women. 
We and you and they are all men. 

The personal pronouns when indicating more than one do not 
indicate gender by their form. 

I am a man. I am a woman. ^ 

Thou art a man. Thou art a woman. 

Of what person is each of these pronouns? Does its form 
indicate its gender? 

He is a . She is a -— — . 

It is neither nor . 



What is the person of each of these pronouns? Does its form 
indicate its gender? 

Name the gender of each pronoun in the following^ and tell how you 
know the gender : — 

I. My lesson is learned. 2. Have you seen our old friend 
lately? 3. Ellen, tell your sister to come home. 4. I saw him 



NUMBER IN NOUNS I29 

on the battle eve. 5. They left the plowshare in the mold. 
6. Your horse is in our barn, Mr. Eckel. 7. He left home early 
in the morning. 8. The man who put his horse in our stable 
is our coachman. 9. Who's horse is this? 10. It is Jennie's. 



LESSON CX 
PREFERENCE OF THE MASCULINE PRONOUN 

" Every one in this audience will do best to help 

us." If there are only men in the audience, it is correct to 
say his ; if there are only women, it is correct to say her ; 
if there are both men and women, or both boys and girls, 
it is correct to say his, for "' every one " means all consid- 
ered singly, and their means that all are considered to- 
gether. So the masculine pronoun is preferred. 

If you say " Some one who came to see me yesterday 

asked me to give your address," and you do not want 

to tell the sex of the visitor, you have a right to say him, 
even though it was a girl, for them would mean several 

people, 

^ 

LESSON CXI 
NUMBER IN NOUNS 

Does the word/?;? denote one object, or more than one ? Does 
the word fans denote one object, or more than one? 

When a noun denotes but one object, it is said to be in 
the singular number. 

The singular number denotes but one object. 

HARV. ELEM. GRAM. — 9 



130 NUMBER IN NOUNS 

When a noun denotes more than one object, it is said to be in 
the plural number. 

The plural number denotes more than one object. 

The last sound in the word fan readily unites with the sound 
represented by the letter s, and its plural is formed by adding s to 
the singular. The plural of any noun ending with a sound that 
will readily unite with the sound represented by s is formed by 
adding s to the singular. 

Singular: church mass box porch 

Plural: churches masses boxes porches 

The plural of any word ending with a sound that will not readily 
unite with the sound represented by s, is formed by adding es to 
the singular, when the singular does not end with e. 

These are two ways of forming plurals. There are many other ways. 
Singular: wife knife calf half 

Plural: wives knives calves halves 

NouiK ending infoxfe usually change these endings to ves. 
Singular: city valley lily trolley 

Plural: cities valleys lilies trolleys 

Those ending in y, with a vowel before it, add s ; those ending 
in y, with a consonant before it, change y to i and add es ; those 
ending in o, with a consonant before it, add es. 

A few nouns are alike in both numbers ; as, sheep, deer, trout, ver- 
min. Letters, figures, marks, and signs add V ; as, b's, 6V, *^s, S 's. 

Write the plurals of the following nouns : — 

desk alley street school 

road child house money 

folly wind pencil wagon 

book knife vessel woman 

chair fence potato monkey 



ox 


city 


girl 


fish 


boy 


man 


calf 


rose 


box 


plow 



NUMBER IN PRONOUNS AND VERBS 131 

Tell the number of each noun in the following^ and spell the other 
nu7fiber form : — 

I . We had a carriage and a pair of horses to go to the river on a 
picnic with the teacher and several of her pupils. 2. The red 
cherries which hung from the trees in the valley were a prize to 
the good housewife who sent the boys up to get them before the 
chatterbox of a sparrow had had his share. 



LESSON CXII 

NUMBER IN PRONOUNS AND VERBS 

I am coming. We are coming. 

You are coming. You are coming. 

He is coming. They are coming. 

The boy who came. The box which is here. 

The boys who came. The boxes which are here. 
Who is here ? — The boy. — The boys. 

Personal pronouns indicate number by their form. 
Do relative and interrogative pronouns have different forms to 
indicate number? 

Insert the proper verb form in the following sentences : — 

I. I tired. 2. We tired. 3. I tired yester- 
day. 4. We tired yesterday. 5. I know him and he 

me, but they neither him nor me. 

Some verb forms indicate the number of their subject. 

A pronoun must agree in number v^ith the noun for 
which it stands. 

A verb must agree in number with its subject. 



132 



COMPOSITION 



LESSON CXIII 
COMPOSITION 

Two Points of View 




What these Uttle folks wanted. 
What came. 
How they felt. 

How they showed their grati- 
tude. 



Write a7i account of " One Point of View " according to the outline 
given. 



Write an outline 
for " The Other Poi7it 
of View " and write a 
composition from the 
outline. 




'Afm^^^ / / 



NUMBER IN ADJECTIVES 133 

LESSON CXIV 
NUMBER IN ADJECTIVES 

A good boy. 
Two good boys. 

Good, like most adjectives, has only one form, whatever the 
number of the noun which it modifies. 

This book. That book. 

These books. Those books. 

The adjectives this and thathdcvQ plural forms. 

This sort of people always troublesome. 

These sorts of apples always sweet. 

The subject of the first sentence is not "people," but "sort." 
" People " is a part of an adjective prepositional phrase modifying 
"sort." 

Insert the proper verb. Insert the proper verb form in the second 
sentence, and tell your reason. 

There are two boys on wheels. 
One's wheel is broken. 
The other's wheel is new. 

One, other, and another when used instead of the nouns which 
they modify have possessive forms like those of nouns. 

Fill the blanks in the following sentences : — 

I. This kind of an orange sour. 2. This kind of apples 

sweet. 3. kinds of peaches good for preserving. 

4- kind of grapes not yet ripe. 5. That species of 

melons new. 



134 CASE IN NOUNS 

LESSON CXV 
CASE IN NOUNS 

The sun is shining. 
Here " sun " is used as the subject of a proposition. 

Every star is a sun. 
Here " sun " is used as the predicate. 

The sun's rays are warm. 
Here " sun " is used as an adjective element, modifying " rays." 

We saw the sun at noon. 
Here "sun " is used as an objective element, modifying "saw." 

Dear is thy light, O sun ! 

Here "sun" is used absolutely — i.e. it is absolved or separated 
from any grammatical connection with the rest of the sentence. 

In no two of these sentences has the word " sun " the same 
relation to the other words. 

These different relations are called cases. 

Case is the relation of a noun or a pronoun to other 
words. 

The term case is also applied to the form of a noun or a pro- 
noun used independently or as a part of a sentence. 

There are four cases : nominative^ possessive, objective, 
and absolute, or nominative absolute. 

The nominative case is the use of a noun or a pronoun 
as the subject or the predicate of a proposition ; as, ''Boys 
skate." '' Horses diXQ animals y "//<? is wise." 

The possessive case is the use of a noun or a pronoun to 



CASE IN NOUNS 1 35 

denote ownership, authorship, origin, or kind ; as, ''John's 
hat," ''Ray's Algebra," "the suns rays," "men's cloth- 
ing," "her book." 

The objective case is the use of a noun or a pronoun as 
the object of a verb, or of a preposition ; as, " Indians hunt 
buffaloes." "They ran over the bridge." "John threw 
a sto7te at me." 

The absolute, or nominative absolute, case is the use of a 
noun or a pronoun independent of any governing word ; 
as, " Oh, my son ! " " Soldiers, attention ! " " Washington 
Irving." 

A noun limiting the meaning of another noun denoting 
the same person or thing, is, by apposition, in the same 
case; as, "Washington \h^ general became Washington 
the statesman." 

The declension of a noun is its variation to denote 
number and case. 

The nominative absolute case always has the same form as the 



Plural. 



nominative. Example : — 






Singular. 


Plural. 




Singular. 


Nam. Fly 


Flies 


Nom. 


Goodness 


Poss. Fly's 


Flies' 


Poss. 


Goodness' 


Obj. Fly 


Flies 


Obj. 


Goodness 



Tell the case of each noun in the folloiving., and why : — 
I. Borneo is a large island. 2. Our father Kves in Washington. 
3. John's dog bit Clarence. 4. Johnson's farm is mortgaged. 
5. Mr. Trowel the mason is unwell. 6. O Helen ! father is com- 
ing. 7. The statue fell from its pedestal. 8. Gad, a troop shall 
overcome him. 9. Jocko has stolen my spectacles. 10. Susan's 
mother is my aunt. 1 1 . Is the doctor's office open ? 



136 



CASE IN PRONOUNS 



LESSON CXVI 



CASE IN PRONOUNS 



/ am going. 
Do not hurt me. 



That is my coat. 
Give it to me. 



Tell the case of each italicized pronoun used in these sentences, 
the sentences so as to use all the pronouns in the pluraL 
Write the declension of the pronoun "/." 

Thou art going. It is thy coat. 

I will not hurt thee. I will give it to thee. 

Tett the case of each italicized pronoun in these sentences. Change 
them all to plural forms. Write the declension of the pronoun " thou.'''^ 







FIRST 


PERSON 




^ 




Singular. 


PluraL 




Singular. 


Plural. 


Nam. 


I 


We 


Nam. 


Myself 


Ourselves 


Pass. 


My, mine 


Our 


Poss. 










Obj. 


Me 


Us 

SECOND 


Obj 

PERSON 


Myself 


Ourselves 




Singular. 


Plural. 




Singular. 


Plural. 


Nam. 


Thou 


Ye 


Nom. 


You 


You 


Poss. 


Thy, thine 


Your 


Poss. 


Your 


Your 


Obj. 


Thee 
Singular. 


You 


Obj 


You 

Plural. 


You 


Nom. 


and Obj. \ 


Thyself 

Vnnrcplf 


Nom. 


and Obj. 


Yourself 



EXERCISE ON CASES 



137 





THIRD 


PERSON 




Singular. 




Plural. 


MAS. FEM. NEUT. 




COM. OR NEUT. 


Nom. He She It 


Nom. 


They 


Poss. His Her Its 


Poss. 


Their 


ObJ. Him Her It 


Obj. 


Them 


Singular. 




Plural. 




MAS. 








Himself 






Nom. and Obj. * 


FEM. 

Herself 

NEUT. 

Itself 


Nom. and 


COM. OR NEUT. 

Obj. Themselves 


Singular and Plural. 




Singular and Plural. 


Nom. Who 


Nom. 


Which 


Poss. Whose 


Poss. 


Whose 


Obj. 


Whom 


Obj. 


Which 



LESSON CXVII 



EXERCISE ON CASES 



Tell the case of each pronoun in the following., and give the reason 
for its use: 

1. Whom the gods love, die young. 2. For if ye love them 
which, love you, what reward have ye ? 3. Him whom I like I 
will reward. 4. To him whose work pleases me will I give the 
reward. 5. What shall I do, or to whom shall I go ? 6. I will 
tell her that it is she whom I have chosen. 7. Unto us has he 
come, and from us who are his chosen friends he shall not depart. 
8. There is a saying among them that he who turns back is fore- 
doomed. 9. It was he to whom I looked for approval 



138 LETTER WRITING 

LESSON CXVIII 

LETTER WRITING 

Dear Boy : 

I hope you have got the linnets and bullfinches you so much 
wanted, and I recommend the bullfinches to your imitation. Bull- 
finches, you must know, have no natural note of their own, and 
never sing, unless taught; but will learn tunes better than any 
other birds. This they do by attention and memory ; and while 
they are taught, they listen with great care, and never jump 
about and kick their heels. Now I really think it would be a 
great shame for you to be outdone by your own bullfinch. 

You behaved yourself so well at Mr. Boden's last Sunday that 
you justly deserve commendation ; besides, you encourage me to 
give you some rules of politeness and good breeding, being per- 
suaded that you will observe them. Know then, that as learning, 
honor, and virtue are absolutely necessary to gain you the esteem 
and admiration of mankind, politeness and good breeding are 
equally necessary to make you welcome and agreeable in conver- 
sation and common life. 

Remember, then, that to be civil, and to be civil with ease 
(which is properly called good breeding) , is the only way to be 
beloved and well received in company ; that to be ill bred and 
rude is intolerable ; and that to be bashful is to be ridiculous. If 
you will mind and practice all this, you will not only be the best 
scholar, but the best bred boy in England of your age. Adieu ! 

This is a part of a letter written by Lord Chesterfield, a 
famous English nobleman, to his little son. 

Find what topic each paragraph is about. 

Write a short letter of advice to a little friend just entering school^ 
and tell him how you know that your advice is good. See if you can 
outline your letter when it is finished. 



PARSING ADJECTIVES AND ADVERBS 139 

LESSON CXIX 
PARSING NOUNS AND PRONOUNS 

The analysis of a sentence is its separation into ele- 
ments, and the separation of those elements into their parts. 

The parsing of a word consists in telling what part of 
speech it is, and what are its properties, its form, and its 
use. 

A noun or a pronoun is parsed when its class, its per- 
son, number, gender, and case are told, and the reason for 
its case form is given. 

The hero Washington turned to his men and 
cheered them on. 

" Hero " is a noun, common, third person, singular number, 
masculine gender, and nominative case, because it is the subject 
of the sentence. 

"Washington" is a noun, proper, third person, singular num- 
ber, mascuHne gender, and nominative case, because it is an 
appositive to the noun "hero," which is nominative. 

" His " is a pronoun, personal, third person, singular number, 
and masculine gender, because it stands for " hero," and possess- 
ive case, because it modifies the noun " men " by indicating 
possession. 

Parse the nouns and pronouns in the exercise on page 137. 



LESSON CXX 

PARSING ADJECTIVES AND ADVERBS 

l7t parsing an adjective tell what part of speech it modifies, and in 
the case of the adjectives " this " and '-'-that " give the number. 



140 PARSING ADJECTIVES AND ADVERBS 

Remember that adjectives have no case. Thetn things is in- 
correct. Why ? 

In parsing an adverb tell what part of speech it modifies. 

Analyze the following^ and parse the adjectives and adverbs t 

I. I saw a very large drove of cattle lately. 2. Jane is study- 
ing modern history. 3. Fido is a Newfoundland dog. 4. You 
may have the smallest lemon. 5. Every man received a penny. 
6. Either road leads to town. 7. That course was most honora- 
ble. 8. He took a twofold view of the subject. 9. What noise 
is that? 10. Two men wanted the fourth horse very much. 
II. We came quite often. 12. Some people learn more rapidly 
than others. 13. Twice I spoke to him severely. 14. How 
fragrant are these bright red roses! 15. He seldom took two 
shots at a deer. 

16. Alas for those who never sing, 

But die with all their music in them. _ 

17. With many a curve my banks I fret, 

By many a field and fallow, 
And many a fairy foreland, set 
With willow, weed, and mallow. 

18. Anon from the belfry 

Softly the Angelus sounded, and over the roofs of the village 
Columns of pale blue smoke, hke clouds of incense ascending, 
Rose from a hundred hearths, the homes of peace and content- 
ment. 

19. Thus dwelt together in love these simple Acadian farmers. 

20. Just above yon sandy bar 

As the day grows fainter and dimmer, 
Lonely and lovely, a single star 

Lights the air with a dusky glimmer. 



COMPOSITION 



141 



LESSON CXXI 
COMPOSITION 



Curiosity 

(Description) 

What the dog is doing. 
His position. 
His expression. 
Shape and size of jug. 
Position of jug. 





Result 

(Description) 

What has happened 
to the dog. 
Head. 
Paws. 
Tail. 
Boy. 
Background. 



Outline and write the story suggested by these pictures, putting in one 
paragraph of description. 

Read each paragraph of your story aloud to see whether it is about 
07ie topic in your outline. 



142 VERBS — TENSE 

LESSON CXXII 

VERBS — TENSE 

What is a verb ? 

What is an infinitive ? 

The infinitive is a form of the verb which does not refer to any 
particular time. "To go " simply names an action, but does not 
refer it to any time; "to be going" mentions the action as in 
progress, with no reference to any definite time ; " to have gone " 
names a finished action referred to no particular time 

I breathe. 
The verb " breathe " affirms the action as present 

I breathed. 
The verb " breathed " affirms the action as past. 

I shall breathe. 

The verb " shall breathe " affirms the action as future. 
Another name for time is tense. 

Tense denotes the time of an action or event. 
There are six tenses: th.Q present, th.Q present perfect, the 
past, t\\Q past perfect, tho, future, and ikv^ future perfect. 

The present tense denotes present time; as, "I write ;'' 
"The wind is blowing'' 

The present perfect tense represents an action or event 
as past, but connected v^ith present time ; as, " I have 
written ; " " The M^ind has been blowing'' 

The past tense denotes past time ; as, " I wrote ; " " The 
wind blew." 



VERBS — PERSON AND NUMBER 143 

The past perfect tense represents an act as ended or 
completed in time fully past; as, ''I had written ; " "The 
bridge had fallen before we reached it." 

The future tense denotes future time ; as, " I shall 
write :" *' These seeds will sprout soon." 



The future perfect tense represents an act as finished or 
ended at or before a certain future time ; as, " I shall have 
written the letter before the mail closes." 

Tell the tense of the verbs in the following sentences : — 

I. Emma sings. 2. I went home. 3. John ran. 4. Write. 
5. Let him go. 6. The man shouted. 7. I had been taught. 
8. They will succeed. 9. We shall be glad„ 10. The letter will 
have been written. 11. If you go, I shall stay. 12. You might 
study. 13. He may have written. 



LESSON CXXIII 
VERBS — PERSON AND NUMBER 

The person and number of verbs are the changes which 
they undergo to mark their agreement with their subjects. 

A verb must agree with its subject in person and 
number. 

The infinitive, having no subject, has neither person nor 
number. 

The conjugation of a verb is its regular arrangement to 
show the variations of form caused by such properties as 
tense, person, and number. 



144 CONJUGATION OF THE VERB "TO BE" 

CONJUGATION OF THE VERB "TO BE" 

INDICATIVE MODE 
PRESENT TENSE 

Singular Plural 

1. I am I. We are 

2. Thou art 2. You are 

3. He is 3. They are 

PRESENT PERFECT TENSE 

1. I have been i. We have been 

2. Thou hast been 2. You have been 

3. He has been 3. They have been 

PAST TENSE 

1. I was I. We were 

2. Thou wast 2. You were 

3. He was 3. They were 

PAST PERFECT TENSE 

1. I had been i. We had been 

2. Thou hadst been 2. You had been 

3. He had been 3. They had been 

FUTURE TENSE 

1. I shall be i. We shall be 

2. Thou wilt be 2. You will be 

3. He will be 3. They will be 

FUTURE PERFECT TENSE 

1 . I shall have been i . We shall have been 

2. Thou wilt have been 2. You will have been 

3. He will have been 3. They will have been 



CONJUGATION OF THE VERB "TO LOVE" 145 

CONJUGATION OF THE VERB "TO LOVE" 

INDICATIVE MODE 





PRESENT TENSE 




Singular Plural 


I. 


I love I. We love 


2. 


Thou lovest 2. You love 


3- 


He loves 3. They love 




PRESENT PERFECT TENSE 


I. 


I have loved i. We have loved 


2. 


Thou hast loved 2. You have loved 


3- 


He has loved 3. They have loved 




PAST TENSE 


I. 


I loved I. We loved 


2. 


Thou lovedst 2. You loved 


3. 


He loved 3. They loved 




PAST PERFECT TENSE 


I. 


I had loved i. We had loved 


2. 


Thou hadst loved 2. You had loved 


3- 


He had loved 3. They had loved 




FUTURE TENSE 


I. 


I shall love i . We shall love 


2. 


Thou wilt love 2. You will love 


3- 


He will love 3. They will love 



FUTURE PERFECT TENSE 

1. I shall have loved i. We shall have loved 

2. Thou wilt have loved 2. You will have loved 

3. He will have loved 3. They will have loved 

HARV. ELEM. GRAM. — lO 



146 



AUXILIARY VERBS 



LESSON CXXIV 

COMPOSITION 

The Home School 




Outline and write a description of'''' The Home School,'''' 



LESSON CXXV 
AUXILIARY VERBS 

I shall have gone. 

The verb "to go" is represented in this sentence by the form 
" gone," and the tense of the verb is shown by the verb forms 
"shall" and "have." The entire group of verb forms is called 
the verb. 



AUXILIARY VERBS 147 

I may be going. 

The verb "to go" is represented by the form " going," and the 
condition of the act is shown by the verb forms " may " and " be." 
The verb group is called the verb. 

These verb forms, used to help in expressing the meaning of a 
verb group, are called auxiliaries. 

Auxiliary verbs are those which are used in the conju- 
gation of other verbs. They are do, be, have^ shall, will, 
may, can, must. 

Do, be, have J and will zx^ often used as principal verbs; as, 
" He does well ; " "I am ; " " He has money ; " " He wills it." 

Give in the following sentences the tense, mmiber, and person of each 
verb, and tell whether the verb coftsists of a single verb or of a princi- 
pal verb and auxiliaries : — 

I. He ran. 2. You teach. 3. They have seen. 4. If he go. 
5. They may have written. 6. Has he departed? 7. They will 
command. 8; Emma will have recited. 9. The army will be 
disbanded. 10. America was discovered. 11. The people 
should be contented. 12. He has invented a velocipede. 
13. Attend to your lesson. 14. He can go, if the carriage is not 
too full. 15. The man loves to see it rain. 16. The army en- 
camped by the river. 17. Run for some water. 18. You must 
recite your lesson. 19. I will recite my lesson, if I can. 20. I 
like to play. 21. Hope thou in God. 22. Do let me go to the 
picnic. 23. He should have come home. 24. Lift up your 
heads, O ye gates ! 25. Were I rich, I would purchase that 
property. 26. The girl sings. 27. Fire burns. 28. The mail 
was robbed. 29. Truants will be punished. 30. A meteor was 
seen. 31. He should have told the truth. 32. Children love 
play, ^:^. He has found his knife. 



148 REGULAR AND IRREGULAR VERBS 

LESSON CXXVI 
REGULAR AND IRREGULAR VERBS 



Present: 


love 


try 


wash 


hear 


Past: 


loved 


tried 


washed 


heard 


Present: 


go 


sit 


do 


speak 


Past: 


went 


sat 


did 


spoke 



Most verbs form their past tenses by the addition of d or ed to 
the present tense. Such verbs are called regular. 

But there are many verbs whose past tenses are not formed in 
this way. Such verbs are called irregular. 

A regular verb forms its past tenses by adding d or ed 
to the present indicative ; as, love, love-d, love-d ; count, 
co7int-ed, coimt-ed. 

An irregular verb is one which does not form its past 
tenses by adding d or ed to the present; as, go, went, 
gone ; see, saw, seen; do, did, done. 

Write the past tense and the participle used with " have " of the fol- 
lowing verbs according to this model : — 



Present 




Past 


Participle with ' 


'have'' 


am 




was 


been 




become 




became 


become 




begin 


burn 


dig 


fall 


freeze 


bend 


burst 


do 


feel 


get 


bite 


choose 


draw 


fight 


give 


break 


cling 


drink 


find 


go 


bring 


come 


drive 


fly . 


grow 


build 


creep 


eat 


forget 


hang 



PARSING VERBS 149 



hide 


learn 


rise 


shoe 


swim 


hold 


lose 


run 


show 


teach 


know 


ride 


see 


shut 


throw 


lay 


ring 


shine 


sit 


write 



LESSON CXXVII 

PARSING VERBS 

In parsing a verb tell whether it is regular or irregtilar, and give its 
parts ; tell its tense, its number and person, and its subject; tell whether 
it is a direct predicate, a coptda, or a verb group, and if the last what 
the auxiliaries are ; tell how it is used. 

The heavens are telling the glory of God. 

" Are telling " is a verb, irregular. Present, tell; past, told; 
participle used with "have," told. It is present tense, third per- 
son, and plural number, its subject being ''heavens." It is a 
verb group consisting of the principal verb " telling," and the 
auxihary " are." It is used as the predicate of the sentence. 

Parse the verbs in the following sentences : — 

I. The earth rings hollow from below. 2. We soon shall reach 
the boundless sea. 3. The night was tempestuous. 4. He should 
be more industrious. 5. Remember thy Creator. 6. The poor 
must work in their grief. 7. I could not learn that lesson. 8. He 
was beaten with many stripes. 9. Clarence has been chosen 
captain. 10. They might have finished their task yesterday. 
II. The crops were destroyed by grasshoppers. 12. The girls 
were playing croquet. 13. He did not return my umbrella. 
14. Is he writing a letter? 15. Help us to help each other. 
16, Shake off the dust that blinds thy sight. 



I50 PARSING INFINITIVES AND PARTICIPLES 

17. No cheating or bargaining will ever get a single thing out 
of Nature's " establishment " at half price. 

18. Count that day lost whose low descending sun 
Views from thy hand no noble action done. 

19. May is a pious fraud of the almanac, 
A ghastly parody of real spring, 

Shaped out of snow and breathed with eastern winds. 



LESSON CXXVIII 

PARSING INFINITIVES AND PARTICIPLES 

What is an infinitive ? 
What is a participle ? 

In parsing a participle^ tell from what verb it is derived. In parsing 
either an infinitive or a participle, tell whether it refers to any particular 
fioun or prononn, whether it is part of any phrase^ and as what kind 
of an element it is used. 

The girl toiling along so painfully is trying to carry 
too much. 

" Toihng " is a participle from the verb " to toil." It refers to 
"girl." It introduces the adjective phrase "toihng so painfully." 

" To carry " is an infinitive. It refers to "girl." It introduces 
the objective phrase " to carry too much." 

Afialyze the following sentences^ and parse the infinitives and par- 
ticiples : — 

I. We could hear them roaring and singing late into the night. 
2. When I got to sleep I slept well. 3. Thinking busily I walked 
along to survey the shore. 4. Heavy sprays, flying and falling, 
succeeded one another. 5. I sunk back abashed to renew my 



COMPOSITION 151 

attack. 6. The bee, having stung me to prove his skill, sunk 
down buzzing to experience the result of his own act. 7. Trans- 
figured, she rose to rebuke him. 8. Ascending the mountain, they 
slackened their pace. 

9. And children coming home from school 
Look in at the open door ; 
They love to see the flaming forge, 
And hear the bellows roar. 



LESSON CXXIX 
COMPOSITION 

Frogs at School 

Twenty froggies went to school, 
Down beside a rushy pool, 
Twenty Uttle coats of green, 
Twenty vests, aU white and clean. 

"We must be in time," said they; 
" First we study, then we play ; 
That is how we keep the rule 
When we froggies go to school." 

Master Bullfrog, grave and stern. 
Called the classes in their turn ; 
Taught them how to nobly strive. 
Likewise how to leap and dive. 

From his seat upon the log. 

Showed them how to say " Ker-chog ! " 



152 PARSING CONJUNCTIONS AND PREPOSITIONS 

Also how to dodge a blow 

From the sticks which bad boys throw. 

Twenty froggies grew up fast ; 
Bullfrogs they became at last ; 
Not one dunce among the lot, 
Not one lesson they forgot. 

Polished in a high degree, 

As each froggy ought to be. 

Now they sit on other logs. 

Teaching other little frogs. 

— George Cooper. 

Make an outline of this poem. 

Write a story called " Miss Diiclz's School^'' telling how and what the 

duck teaches the little ducklings. 



LESSON CXXX 

PARSING CONJUNCTIONS AND PREPOSITIONS 

What is a preposition? 
What is a conjunction? 

Conjunctions are divided into two general classes, — coordinate 
and subordinate. 

Coordinate conjunctions are those which join elements 
of the same rank or name; as, 

And, also, moreover, but, still, or, nor, however, otherwise, 
then, therefore, for, because, etc. 

Subordinate conjunctions are those v^hich join elements 
of different rank or name ; as, 

That, if, unless, as, because, since, though, for, lest, ere, after, 
until, when, where, there, how, although, than, etc. 



PARSING CONJUNCTIONS AND PREPOSITIONS 153 

In parsing a preposition^ tell between what words it shows relation. 
In parsing a conjunction^ tell whether it is coordinate or subordinate^ 
and what elements it connects. 

Analyze the followingy and parse the nouns and prepositions : — 

I. A lark reared her brood amid the corn. 2. They wan- 
dered in throngs down the valley. 3. Emma came from the 
village, through the woods, to our house. 4. We have seen 
the moon rising behind the eastern pines. 5. I came from 
Richmond. 6. I went to Detroit in February. 7. John came 
home early. 8. They allowed themselves no relaxation. 

9. To me the meanest flower that blows can give 
Thoughts that do often lie too deep for tears. 

10. The locust by the wall 
Stabs the noon silence with his sharp alarm. 
A single hay-cart down the dusty road 
Creaks slowly, with its driver fast asleep 
On the load's top. 

11. There is a tide in the affairs of men 

Which, taken at the flood, leads on to fortune. 

12. Truth, crushed to earth, shall rise again; 
The eternal years of God are hers ; 

But Error, wounded, writhes in pain. 
And dies among his worshipers. 

Analyze the following sentences, and parse the conjunctions : — 

I. Cold and hunger are not easy to bear. 2. He came and 
went like a pleasant thought. 3. Wisdom is the principal 
thing ; therefore get wisdom. 4. We cannot thrive unless we 
are industrious. 5. Though he slay me, yet will I trust in him. 
6. He was not only proud, but vain also. 



154 INCORRECT EXPRESSIONS 

LESSON CXXXI 

INCORRECT EXPRESSIONS 

Incorrect Pronunciation 

The similar sound given to two entirely different words has led 
to the misuse of the preposition of for the auxiliary have. Thus 
we hear people say, " I might of gone," for " I might have gone." 

A similar mispronunciation of the pronoun our makes it sound 
Uke the verb are, and so we hear, " We took are wraps with us." 

Two Negatives 

If you wish to make a denial, use only one negative adverb, 
for two negatives would cause you to deny your denial. Thus 
" I have not got none " means the opposite of " I have got 
none " ; therefore it must mean, " I have got sonieP " I can't say 
nothing''^ means the opposite of "I can't say anything." 

Nor can, however, be used with neither, as, " I can neither read 
nor study." 

But 7tor must not be used in the ordinary sentence with any 

other negative. *^I cannot read study." Since neither \s 

not employed, the word should be or. 

Either nor or neither can be used with not, however, if the prop- 
osition following it be inverted. *' I c2i\\not read, neither can I 
study," or, "I csinnot read, nor can I study." 

Incorrect Pronoun Forms in Separate Phrases 

In the sentences, "The boy whom you spoke to," "The boy to 
whom you spoke," the pronoun is just as much a part of the 
phrase in the first sentence as in the second ; therefore it should 
be in the objective case, and the expression " The boy to who you 
spoke " is incorrect. 



MISCELLANEOUS EXERCISES 155 

Fill the following blanks with the correct pronoun form : — 

I. The man I gave it to gave it back to me. 2. The 

person I thought would be there was absent. 3. The friend 

I bved has deserted me. 4. The boy about I spoke is 

not here. 5. The lad I spoke about is present. 

Incorrect Phrases 

There are several phrases incorrectly used in some parts of the 
country, which convey no more meaning than is contained in a 
single word. Thus, "This here house," "That there boy." 

" This boy here " is equivalent to " This boy who is here" or 
"whom you see here.'' But in "This here house," "here" adds 
nothing to the force of " this," and in " That there boy," " there " 
adds no force to " that." Such expressions are incorrect. 



LESSON CXXXII 
MISCELLANEOUS EXERCISES FOR ANALYSIS AND PARSING 

I. She saw a glory in each cloud. - 2. Still waters are com- 
monly deepest. 3. To-morrow may be brighter than to-day. 
4. Few days pass without some clouds. 5. She made acquaint- 
ance with the birds that fluttered by. 6. It was a harper, 
wandering with his harp. 7. How long didst thou think 
that his silence was slumber? 8. At length the sun departed, 
setting in a sea of gold. 9. The smooth sea and the serene 
atmosphere are the proper emblems of a peaceful life. 

10. 'Tis greatly wise to talk with our past lives. 

And ask them what report they bore to heaven. 

II. The night, methinks, is but the daylight sick. 12. Evils 
have been more painful to us in the prospect than in the actual 
pressure. 13. A written or printed paper, posted in a public 



156 MISCELLANEOUS EXERCISES 

place, is called a placard. 14. Few are qualified to shine in 
company ; but it is in most men's power to be agreeable. 

15. How often have I blessed the coming day, 
When toil remitting lent its turn to play, 
And all the village train from labor free. 

Led up their sports beneath the spreading tree. 

16. Alas, we think not that we daily see 
About our hearths, angels that are to be, 
Or may be if they will. 

17. The insect tribe are here : the ant toils on 
With its white burden ; in its netted web 
Gray glistening o'er the bush, the spider lurks, 
A close-crouched ball, out-darting as a hum 

Tells its trapped prey, and looping quick its threads. 
Chains into helplessness the buzzing wings. 

18. Princes have but their titles for their glories; 
An outward honor for an inward toil. 

19. My soul is an enchanted boat. 
Which, like a sleeping swan, doth float 

Upon the silver waves of thy sweet singing ; 

And thine doth like an angel sit 

Beside a helm conducting it. 
While all the winds with melody are ringing. 

20. The year leads round the seasons in a choir 
Forever charming and forever new, 
Blending the grand, the beautiful, the gay, ' 
The mournful, and the tender in one strain. 

21. King David's limbs were weary. He had fled 
From far Jerusalem ; and now he stood, 
With his faint people, for a little rest 



MISCELLANEOUS EXERCISES 157 

Upon the shores of Jordan. The light wind 
Of morn was stirring, and he bared his brow 
To its refreshing breath ; for he had worn 
The mourner's covering, and he had not felt 
That he could see his people until now. 

22. One hour beheld him since the tide he stemmed, 
Disguised, discovered, conquering, ta'en, condemned ; 
A chief on land, an outlaw on the deep. 
Destroying, saving, prisoned, and asleep. 

23. Whoe'er amidst the sons 

Of reason, valor, liberty, and virtue. 
Displays distinguished merit, is a noble 
Of Nature's own creating. 

24. He that attends to his interior self, 

That has a heart, and keeps it ; has a mind 
That hungers, and supplies it ; and who seeks 
A social, not a dissipated Hfe, 
Has business. 

25. The timid it concerns to ask their way, 

And fear what foe in caves and swamps can stray ; 
To make no step until the event is known. 
And ills to come as evils past bemoan. 
Not so the wise ; no coward watch he keeps, 
To spy what danger on his pathway creeps. 
Go where he will, the wise man is at home — 
His hearth the earth, his hall the azure dome. 

26. Every worm beneath the moon 

Draws different threads, and late or soon 
Spins toiling out his own cocoon. 

27. Sweet is the breath of morn, her rising sweet. 
With charm of earhest birds ; pleasant the sun, 



158 THE COMMA 

When first on this dehghtful land he spreads 
His orient beams on herb, tree, fruit, and flower, 
Glistening with dew. 

28. The day hath gone to God, — 

Straight, — hke an infant's spirit, or a mocked 
And mourning messenger of grace to man. 

29. It is a little thing to speak a phrase 

Of common comfort, which, by daily use, 
Has almost lost its sense ; yet on the ear 
Of him who thought to die unmourned, 'twill fall 
Like choicest music. 

30. A song to the oak, the brave old oak, 

Who hath ruled in the greenwood long ; 
Here's health and renown to his broad green crown. 
And his fifty arms so strong. 

31. Labor is life ! 'Tis the still water faileth ; 
Idleness ever despaireth, bewaileth ; 

Keep the watch wound, for the dark rust assaileth ; 
Flowers droop and die in the stillness of noon. 



LESSON CXXXIII 
PUNCTUATION 

The Comma 

Punctuation is the art of dividing written discourse into 
sentences and parts of sentences, by means of points 
and marks. 

The principal marks used in punctuation are the fol- 
lowing ; — • 



THE COMMA 159 



Comma, . . » , . , 
Semicolon, . „ . . ; 

Colon, : 

Period, 



Interrogation Point, ? 

Exclamation Point, ! 

Dash, — 

Parentheses . . . ( ) 



The comma denotes the slightest degree of separation 
between the parts of a sentence. 

Two or more nouns, pronouns, adjectives, verbs, or 
adverbs, in the same construction, should be separated by 
commas. 

Ex. — I. Spring, summer, autumn, and winter are called the 
seasons. 2. You, he, and I were boys together. 3. David was a 
brave, wise, and pious man. 4. In a letter, we may advise, ex- 
hort, comfort, request, and discuss. 5. Success depends upon 
our acting prudently, steadily, and vigorously. 

The members of a compound sentence, when short, and 
connected by conjunctions, should be separated by commas. 

Ex. — I was tired, and the road was long, but I kept steadily 
on. 

Each couplet of words arranged in pairs should be set 
off by commas. 

Ex. — Sink or swim, live or die, I give my hand and my heart 
to this vote. 

When a verb is omitted, its place is usually supplied by 
a comma. 

Ex. — War is the law of violence ; peace, the law of love. 

Adverbs used independently, or modifying an entire 
proposition, should be set off by commas. 

Ex. — Indeed, you must wait a while. 



l6o THE SEMICOLON AND COLON 

Nouns and pronouns in the nominative absolute case by- 
mention or direct address, should be separated from the 
rest of the sentence by commas. 

Ex. — I . Our souls, how heavily they go, to reach immortal 
joys. 2. Take, O boatman, thrice thy fee ! 

Nouns in apposition are usually set off by commas. 

Ex. — The butterfly, child of the summer, flutters in the sun. 

A direct quotation should be set off by commas. 

Ex. — Quoth the raven, " Nevermore." 



LESSON CXXXIV 
PUNCTUATION 

The Semicolon and Colon 

The semicolon denotes a degree of separation greater 
than that denoted by the comma. 

Semicolons should separate the members of compound 
sentences, if the connective is omitted, or if their parts are 
separated by commas. 

Ex. — I was tired ; I stopped to rest. 

He was courteous, not cringing, to superiors ; affable, not 
famiHar, to equals ; and kind, not condescending, to inferiors. 

The colon denotes a degree of separation greater than 
that indicated by the semicolon. 

The colon should precede an example or a lengthy quo- 
tation, and follow the introduction to a speech. 

Ex. — The Scriptures give us an amiable representation of the 
Deity in these words : " God is love." 



PARENTHESES l6l 

LESSON CXXXV 

PUNCTUATION 

Marks ending Sentences 

The period denotes the greatest degree of separation. 
• The period should be placed at the end of a declarative 
or an imperative sentence. 

Ex. — I. Many words hurt more than swords. 2. Walk quietly. 

The period should be used after every abbreviated word. 

Ex. — H. G. Lloyd, Esq. ; Mich., Ind., 111. ; Ps. Ixxv, 6, 7. 

The interrogation point denotes that a question is asked. 

Ex. — I. Where is Singapore? 2. Do you own this farm? 

The exclamation point denotes passion or emotion. 
The exclamation point should be placed after expres- 
sions denoting strong emotion. 

Ex. — I. Alas, poor Yorick ! 2. Fie on you ! 



LESSON CXXXVI 
PUNCTUATION 

Parentheses 

Parentheses ( ) are used to include an expression which 
has no necessary connection, in sense or construction, with 
the sentence in which it is inserted. 

The parentheses should include those words which may 
be omitted without injury to the sense. 

HARV. ELEM. GRAM. — 1 1 



l62 CAPITAL LETTERS 

Ex. — I. My gun was on my arm (as it always is in that dis- 
trict), but I let the stoat kill the rabbit. 

2. Know, then, this truth (enough for man to know), 
Virtue alone is happiness below. 

The parentheses sometimes include letters or figures 
used to enumerate subjects or divisions of a subject ; as, 
"(a) What it does; (d) What it is." 

The dash is frequently used before and after a paren- 
thesis, the curves being omitted. 

Ex. — They see three of the cardinal virtues of dog or man — 
courage, endurance, and skill — in intense action. 

For quotation marks, see p. 8i. 



LESSON CXXXVII 

CAPITAL LETTERS 

The first word of every sentence should begin with a 
capital letter. 

The first word of every line of poetry should begin with 
a capital letter. 

Proper names of persons, places, days, etc., should begin 
with capital letters. 

Titles of honor or distinction should begin with capital 
letters. 

All names of God should begin with capital letters. 

Words denoting races or nations should begin with 
capital letters. 



CAPITAL LETTERS 163 

Most words derived from proper names should begin 
with capital letters. 

Words of special importance may begin with capital 
letters. 

/ and (9, used as single words, should be capitals. 

Names of the days of the week and the months of the 
year should be capitals, but not names of the seasons. 



INDEX 



Abbreviations, period after, i6i 

use of, 75, 76 
Absolute case, 117, 135, 160 
Adjective clauses, 69, 70, 115 
Adjective elements, 44, 45, 57, 61, 113 
Adjective phrases, 98, 114 
Adjectives, after verbs, 67 

capitals for proper, 44 

defined, 43, 108 

interrogative, 53 

number in, 133 

parsing of, 139, 140 
Adverbial clauses, 73, 74, 115 
Adverbial elements, 66, 113 
Adverbial phrases, 98 
Adverbs, after verbs, 67 

conjunctive, 74, 85 

defined, 64, 109 

interrogative, 65 

parsing of, 140 
Ain't, misuse of, 50 
Analysis, defined, 14, 139 

exercises for, 155-158 

summarized, 111-113 
Another, possessive form of, 133 
Apostrophe, use of, 39, 49, 50 
Apposition, defined, 42, 135 
Appositive clauses, 84, 85, 115 
Appositive nouns, defined, 42, 135 

comma after, 42, 160 
Are used for our, 154 
Article, definite, 48 

indefinite, 48 
As, relative pronoun, 72, 124 
Auxiliary verbs, 146, 147 

Baby's Peril, 119 
Be, auxiliary verb, 147 
Because, conjunctive adverb, 74 
Bessie and Bossy, 104 

Can, auxiliary verb, 147 

Capital letters, begin sentence, 10 

for abbreviations, 75 

for proper adjectives, 44 

for proper nouns, 29 

in letter writing, 20 



Capital letters, uses of, 162, 163 

Captor Caught, The, 68 

Case, defined, 134 
exercises on, 137 
nominative absolute, 117 
nominative of nouns, 31, 134 
nominative of pronouns, 58, 134, 

136, 137 
objective of nouns, 35, 67, 135 
objective of pronouns, 58, 67, 135, 

136, 137 
possessive of nouns, 39, 40, 46, 

134 
possessive of pronouns, 57, 134, 136, 

137 
Class, defined, 29 
Clauses, adjective, 69, 70, 115 

adverbial, 73, 74, 115 

appositive, 84, 85, 115 

defined, 70, 112 

objective, 79, 115 

position of, 107 

predicate, 83, 84, 115 

principal, ^^, 78, 112 

relative, 72, 115 

subject, 82, 114 

subordinate, 'j-;, 78, 112 
Colon, uses of, 20, 160 
Comma, uses of, 25, 26, 27, 42, 81, 159, 

160 
Common gender, 127 
Common nouns, 29 
Comparison, 28 
Complex sentences, 77, 112 
Composition, 12, 16, 32, 68, 71, 80, 83, 
91, 96, 104, 109, 113, 115, 118, 119, 
125, 132, 141, 146, 151 
Compound elements, 22 
Compound personal pronouns, 122 
Compound relative pronouns, 124 
Compound sentences, defined, 21, in 

punctuation of, 27 
Condensation of complex sentences, 

105 
Conjugation, oi to be, 144 
of to love, 145 
of verb defined, 143 



[65 



1 66 



INDEX 



Conjunctions, coordinate, 152 

defined, 24, 85, 109 

parsing of, 153 

subordinate, 152 
Conjunctive adverbs, 74, 85 
Connectives, 85 
Contractions, 50, 51 
Coordinate conjunctions, 152 
Copula, II, 14, 34, III 
Curiosity, 141 
Curiosity Satisfied, 80 

Dash, use of, 162 

Declarative sentences, defined, 17 

punctuation of, 18 
Declension, of nouns, 135 

of pronouns, 136 
Definite article, 48 
Direct predicate, defined, 13, 14, iii 

verbs used as, 33 
Do, auxiliary verb, 147 
Don't, doesn't, use of, 50 

Elements, adjective, 44, 45, 57, 61, 113 

adverbial, 66, 113 

compound, 22 

defined, 14, 112 

independent, 116, 117 

objective, 56, 112 

predicate, 14, 112 

principal, 14, 112 

subordinate, 14, 112 

subject, 14, 112 

summarized, 112, 113 
Enlargement of simple sentences, 106 
Exclamation point, use of, 19, 103, 161 
Exclamatory sentences, defined, 18 

punctuation of, 19 
Expletives, 118 

Feminine gender, 127 
First person, use of, 120 
Freaks of Jack Frost, 109, no 
Frogs at School, 151, 152 
Future perfect tense, 143 
Future tense, 143 

Gender, in nouns, 126, 127 
in pronouns, 128 

Hain't, misuse of, 50 
Have, auxiliary verb, 147 
Home School, The, 146 

If, conjunctive adverb, 74 
Imperative sentence, defined, 17 

punctuation of, 18 

subject of, 117 



I Incorrect expressions, 154, 155 
Indefinite article, 48 
Independent elements, 116, 117 
Infinitive, defined, 97, 142 

modifiers of, 97 

parsing of, 150 
Infinitive phrases, 97, 114 
Interjections, 102, 103, 109, 116, 117 
Interrogation point, use of, 18, 161 
Interrogative adjectives, 53 
Interrogative adverbs, 65 
Interrogative pronouns, 52, 125 
Interrogative sentences, defined, 17 

pronouns in, 51, 52 

punctuation of, 18 
Irregular verbs, 148 
Isn't, use of, 50 
It, as expletive, 118 
It's, its, use of, 51 

Letter to Mother Nature, 53, 54 
I Letter writing, 20, 49, 53, 60, 63, 88, 138 
I Letters, capital, see Capital letters 
I Little Dreamer, The, 71 

Little Lass, A, 28 

Making Friends, 91 
Masculine gender, 127, 129 
May, auxiliary verb, 147 
Members of sentence, 21, in 
Mischief Maker, The, 96, 97 
Must, auxiliary verb, 147 

Negatives, 154 

Neuter gender, 127 

Nominative absolute case, 117, 135, 

160 
Nominative case, of nouns, 31, 134 

of pronouns, 58, 134, 136, 137 
Nor, use of, 154 
Nouns, appositive, 42, 135, 160 

case in, 31, 35, 39, 46, 67, 134, 135 

common, 29 

declension of, 135 

defined, 28, 29, 108 

gender in, 126, 127 

independent, 117 

number in, 129, 130 

object, 36 

parsing of, 139 

participial, 93 

person in, 119, 120 

possessive, 39, 40, 46, 134 

predicate, 37 

proper, 29 

use of, 30, 31 
Number, in adjectives, 133 

in nouns, 129, 130 



INDEX 



167 



Number, in pronouns, 131 
in verbs, 131, 143 

O, capital for, 103 

OlDJective case, of nouns, 35, 36, 135 

of pronouns, 58, 67, 135 
Objective clauses, 79, 115 
Objective elements, 35, 56, 112 
Objective phrases, loi, 114 
Of, misused for have, 154 
One, possessive form of, 133 
Other, possessive form of, 133 

Paragraphs, 7, 8 
Parentheses, uses of, 161, 162 
Parsing, adjectives, 139, 140 

adverbs, 139, 140 

conjunctions, 152 

exercises for, 155-158 

infinitives, 150 

nouns, 139 

participles, 150 

prepositions, 153 

pronouns, 139 

verbs, 149 
Participial nouns, 93 
Participial phrases, 94, 114 
Participles, defined, 91, 92, 109 

modifiers of, 97 

parsing of, 150 
Parts of speech, defined, 108, 109 
Past perfect tense, 143 
Past tense, 142 
.Period, uses of, 18, 75, 161 
Person, forms indicating, 120, 121 

of nouns, 119, 120 

of pronouns, 119, 120 

of verbs, 121, 143 
Personal pronouns, defined, 122, 123 

precedence of, 123 
Phrases, adjective, 98, 114 

adverbial, 98 

defined, 95, 96, 112 

incorrect, 155 

infinitive, 97, 114 

objective, loi, 114 

participial, 94, 114 

position of, 107 

predicate, 99, 100, 114 

prepositional, 90, 114 

review of, loi, 102 

subject, or substantive, 98, 99, 114 
Plural number, 130 
Position of words, phrases, and clauses, 

107 
Possessive case, 39, 40, 46, 57, 62, 123, 

124, 134 
Possessive nouns, 39, 40, 46 



Possessive pronouns, 62, 123, 124 
Predicate clauses, 83, 84, 115 
Predicate, defined, 11, 14, iii 

direct, 13, 14, 33, iii 

pronoun used as, 55 
Predicate nouns, y] 
Predicative phrases, 99, 100, 114 
Prepositional phrases, 90, 114 
Prepositions, defined, 88, 89, 109 

list of, 89 

parsing of, 153 
Present perfect tense, 142 
Present tense, 142 
Principal clauses, 77, 78, 112 
Principal elements, 14, 112 
Pronouns, adjectives modifying, 61 

as adjective elements, 57 

case of, 56, 57, 58, 67, 134-137 

compound personal, 122 

compound relative, 124 

declension of, 136, 137 

defined, 40, 41, 108 

emphatic, 56 

gender of, 128 

incorrect forms of, 154 

interrogative, 51, 52, 125 

masculine, 129 

number in, 131 

objective, 56 

parsing of, 139 

person of, 119, 120, 121 

personal, 122, 123 

position of, 122 

possessive, 57, 62, 123, 124 

precedence of, 123 

predicate, use of, 55 

relative, 72, 85, 124 

review of, 61 , 62 

simple personal, 122 

simple relative, 124 

subject, use of, 55 

used as objective elements, 56 
Pronunciation, incorrect, 154 
Proper nouns, 29 
Proposition, defined, 15, 16, iii 
Punctuation, 158-162 

apostrophe, 39, 49, 50 

colon, 20, 160 

comma, 20, 25, 26, 27, 42, 81, 159, 160 

dash, 162 

exclamation point, 19, 103, 161 

interrogation point, 18, i6i 

parentheses, 161, 162 

period, 18, 75, 161 

quotation marks, 81 

semicolon, 15, 27, 160 

Quotation marks, 8i 



1 68 



INDEX 



Regular verbs, described, 148 

Relative clauses, 72, 115 

Relative pronouns, compound, 124 

deiined, 72, 85, 124 

simple, 124 
Remedy that Failed, A, 59, 60 
Review, analysis, 68, 69, 86, 87 

of adjectives, 87 

of adverbs, 87 

of nouns, 87 

of phrases, loi, 102 

of pronouns, 87 

of verbs, 87 

Santa Claus, 113 
Second person, 120 
Semicolon, use of, 15, 27, 160 
Sentences, complex, 77, 112 

compound, 21, 27, iii 

declarative, 17, 18 

defined, 9, 10, iii 

exclamatory, 18, 19 

imperative, 17, 18, 117 

interrogative, 17, 18, 51, 52 

simple, 16, III 
Series, defined, 25 
Shall, auxiliary verb, 147 
Simple personal pronouns, 122 
Simple relative pronouns, 124 
Simple sentences, defined, 16, iii 
Singular number, 129 
Speech, parts of, 108, 109 
Spring has Come, 12, 13 
Subject clauses, 82, 114 
Subject, defined, 10, 11, in 

pronoun, used as, 55 
Subject phrases, 98, 99, 114 
Subordinate clauses, -t], 78, 112 
Subordinate conjunctions, 152 
Subordinate elements, 14, 112 
Substantive phrases, 98, 99, 114 

Tense, defined, 142, 143 
That, relative pronoun, 72, 124 
There, as expletive, 118 



Third person, use of, 120 
To, sign of infinitive, 97 
To be, conjugation of, 144 
To love, conjugation of, 145 
Topics, 7, 8, 37, 38, 59 
Two Little Boys, 125, 126 
Two Little Girls, 37, 38 
Two Points of View, 132 

Ufiexpected Meeting, An, 16 

Verbs, adverbs or adjectives after, 67 

auxiliary, 146, 147 

conjugation of, 143-145 

defined, 33, 108 

exercise on, 34 

irregular, 148 

number in, 131, 143 

parsing of, 149 

person of, 121, 143 

regular, 148 

tense of, 142, 143 

uses of, 33 
Very Odd Girl, A, 115, 116 

What, interrogative adjective, 53 

interrogative pronoun, 52, 125 

relative pronoun, 72, 124 
Whatever, whatsoever, relative pronoun, 

124 
When, conjunctive adverb, 74 
Where, conjunctive adverb, 74 
Which, interrogative adjective, 53 

interrogative pronoun, 52, 125 

relative pronoun, 72, 124 
Whichever, whichsoever, relative pro- 
noun, 124 
While, conjunctive adverb, 74 
Who, interrogative pronoun, 52, 125 

relative pronoun, 72, 124 
Whoever, whoso, whosoever, relative pro- 
noun, 124 
Will, auxiliary verb, 147 
Winter's Departure, 83 
Words, position of, 107 



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easy and natural way to vertical writing. 

Curtiss's Vertical Copy Books 

Numbers i to 6 Per dozen, 96 cents 

A system of writing which combines in the highest degree legibility, 

ease, speed, and grace in execution. 

Curtiss's Semi-Vertical Copy Books 

Numbers i to 6 Per dozen, 96 cents 

The Semi-Vertical Edition is designed to meet the demands of many 

teachers who are not satisfied with the old system of writing and yet are 

not prepared to adopt any of the new vertical styles. 



Ward's Graded Lessons in Penmanship and Spelling 

Small Numbers, i to 6 . . . . Per dozen, 72 cents 

Large Numbers, i to 6 . . . . Per dozen, 96 cents 



Special Circulars and Specimen Pages of any of the above Copy Books 
will be sent free on application. 

American Book Company 

New York ♦ Cincinnati ♦ Chicago 

(11) 



School Reading by Grades 



Baldwin's School Readers 

By James Baldwin 

Editor of "Harper's Readers," Author of "Old Greek Stories," *'01d 
Stories of the East," etc. 



In method and in subject matter, as well as in artistic and mechan- 
ical execution, these new readers establish an ideal standard, equally 
well adapted for city and country schools. They possess many original 
and meritorious features which are in accord with the most approved 
methods of instruction, and which will commend them to the best 
teachers and the best schools. The illustrations are an important fea- 
ture of the books, and are the work of the best artists. They are not 
merely pictures inserted for the purpose of ornament, but are intended to 
assist in making the reading exercises both interesting and instructive, 

BALDWIN'S SCHOOL READERS— EIGHT BOOK EDITION 

First Year, 128 pp. 25 cents Fifth Year, 208 pp. 40 cents 

Second Year, 160 pp. 35 cents Sixth Year, 240 pp. 45 cents 

Third Year, 208 pp. 40 cents Seventh Year, 240 pp. 45 cents 

Fourth Year, 208 pp. 40 cents Eighth Year, 240 pp. 45 cents 

For the convenience of ungraded schools, and for all who may 
prefer them in such combined form, an edition corresponding to the 
ordinary five book series of school readers will be furnished as follows : 

BALDWIN'S SCHOOL READERS— FIVE BOOK EDITION 

First Year, 128 pages . . . . , , 25 cents 

Second Year, 160 pages 35 cents 

Third Year, 208 pages 40 cents 

Combined Fourth and Fifth Years. 416 pages . . 60 cents 

Combined Sixth and Seventh Years. 480 pages . . 65 cents 



Copies of either edition of Baldwin's School Reading by Grades will be 
sent, prepaid y on receipt of the price by the Publishers: 

American Book Company 

NEW YORK • CINCINNATI • CHICAGO 



UBRARYOFCOMCRESS 




